TITLE the Evergreen State College Bulletin 1972-73 and Catalog Supplement 1972-73

DOCIMIZIO '.RESUME

ED -071 .605 HE 003. 741

TITLE The Evergreen State College Bulletin 1972-73 and Catalog SuppleMent 1972-73.. INSTITUTION Evergreen. State Coil., Olympia, Washington. PUB DATE 72 NOTE 202o.

EDRS PRICE MF-40.65 HC -59.87 DESCRIPTORS *Curriculum Development; *Educational Change; Educational Improvement;,*Educational Innovation; *Experimental Colleges; Experimental Programs; *Higher Education ABSTRACT This catalog of Evergreen .State College,a college in Olympia, Washington that"first*opened its doors-to studentsin September 1971, presents an overview:of the unicue academicprogram offered at the college. Information is givenon courses offered in the past, information concerning supporting services,policies and procedures to belollowed in the admission and registrationprocess, the means and manner of governance at the college, andaccreditation informaticn..- Credit may be earned at Evergreen by means of (1) coordinated studies or (2) contracted studie3..Methodsof learning include: participation. in seminars, lectures, tutorialconferences, and workshops; performance of assignments in reading, writing,and other.forms of communication; individual research and creative projects in the natural sciences, social sciences, humanities,arts, and many interdisciplinary combinations;. cooperative educationby working in offices, agencies or businesses; fieldtripsr-community service projects, and overseas study; completion of self-paced learning units and. College Level Examination Programtests; and involvement in public presentations and performances.JA supplement presents the -specific schedule and course offerings for academicyear 1972 -73.. (HS) FILMED FROM BESTAVAILABLE COPY

"",-,-("CZ L.

`!"E.

114,4

1..Sz

1,117,4ji;4:,.°11.'ttc7"' 7' t

-f-T'f'

U S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION MIS DOCUMENT fiAS BEEN REPRO OUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIG (RATING II POINTS 04 VIEW OR °PIN IONS STATED 00NOT NECESSARILY REPTITSENT IICIAL Of TICE Of EDU CATION POSITION OR POLICY "1/'11.1M

The Evergreen State CollegeBulletin 1972-73

Olympia, Washington98505 (206) 753-3111 ?

about the photographs in this book... Some are illustrative; some are of the beauty around us; the rest are of Evergreen people it matters not what their titles are, only that they are here rind part of our community.

Cover Photo by Student Stewart Tilger tst. CONTENTS I. Introductory 'Vicinity Map 6 Campus Map 7 Letter from the President 8 Looking Toward a Second Year: A Progress Essay 11 H. Survey of Academic Programs Academic Calendar, 1972-73 16 Study at Evergreen: A Summary 17 Brief Overviews Of: Programs 18 The Distribution of Academic Work 18 Credit 18 Full-Time and Part-Time Status 19 Credit By Examination 21 Coordinated Studies: An Explanation 22 Contracted Studies: An Explanation 30 III.What's Happening Now 1971-72 Programs in Progress 37 Coordinated Studies 37 Basic Causality, Freedom and Chance 39 Contemporary American-Minorities 41 Human Development 42 Individual in America 43 Individual, Citizen and State 45 The Play's The Thing: Then and Now 47 Political Ecology 48 Problem Solving: Games and Puzzles 50 Southeast Asia: Transition and Conflict 51 Space, Time and Form 52 Advanced Communications and Intelligence 54 Environmental Design 56 Human Behavior 58 Man and Art 60 Contracted Studies The Evergreen Environment 62 A Sampling of Individual Contracts 64 IV. Prospects, 1972-- 4 Prospects, 1972-7 66 Programs for the Future 67 How Coordinated Studies GroupsAre Formed Possibilities for Contracts 67 Cooperative Education 68 Self-Paced Learning 70 The Sciences at Evergreen 72 The Arts at Evergreen 75 Public Events 78 Foreign Language Study 81 Study Abroad 83 Academic Standing 84 Evaluation, The Portfolio 85 Career Planning 86 87 V. Supporting Services The Evergreen Library The Computer at Evergreen 94 Developmental Services: The Idea 96 Counseling Services 98 Financial Aid and Placement 98 Health Services 99 Recreation 103 Volunteer Services 103 Housing Accommodations 104 Food Services 105 Information Center 108 109 VI. Policies and Procedures Student Accounts Policies and Procedures 1 1 1 Fees and Charges 111 Facilities Use, Safety and Security 116 Admission to Evergreen 118 Registration Procedures 119 122 VII. Governance Governance Procedures Social Contract 124 133 VIII. Who We Are Board of Trustees and Administrators Academic and Professional Staff 142 143 IX.Accreditation Accreditation 1475 6 7 The truth shall make you free. St. John

It is more from carelessness about the truth, than from intention of lying, that there is so much falsehood in the world. Samuel Johnson

There is but one sure road of access to truth the road of patient, cooperative inquiry operating by means of observation, experiment, record, and controlled reflection. John Dewey

8' t'm ro H. M. 1ro

t%,4.

Dear Reader,

For as far as we can see into thepast, man has been caught up in the struggle of separating true from false,or perhaps more precisely, of discerning realities fromappearances. Man learned that there were long-run benefits in establishing places likeEvergreen, where men and women were maintained by their fellowmento work full time at the tasks of discerning realities fromappearances, of realigning the more durable realities as changeoccurs, and of teaching people, more by example than anything else, how to discern. These places of discernment, colleges, havecome to be looked upon as gates through which one passes to something beyondwork, graduate study, or simplyan existence different somehow because one's self had changed. Thereare, of ccurse, important ways of looking at colleges other thanas gates, but to adopt that popular view for the moment would allowme to associate an old metaphor with it. 9 Since ancient time, poets, when dealing with the true versus the apparent in dreams, have used the metaphor of the gates of the mind: the gate of horn and the ivory gate; the one adtizitting truth, the other, falsehood. May Evergreen-be for you like the gate of horn, the gate of truth. The reliable way to truth is through learning. There will be three facets to your learning here. You will learn concrete things, facts, ideas, relationships. You will learn how to work withgroups of people, which is how most of your work in life will be done, adjusting to new groups, helping each solve the problem it has tackled. You will, if we have all done our work well, learn how to learn; how to get data, how to deal with it, having gained confidence in your ability to handle situations where you either learn or remain helpless. But the passage through to truth is rough, and freedom is hedged by thorny contingencies. Colleges and the individuals in themare themselves part of the human condition, subject to all the factors that, like swirling fog, make it difficult to discern realities and hold to them, avoiding mere appearances. No one of the three kinds of learning is easy. Successful passage will have meant reading, observing, working through problems, summoning the willpower toopen the mind to new and seemingly difficult concepts, communicating what has been learned, and remaining receptive and patient during long hours of conversation. In the absence of mass prescriptions, you will have the added responsibility (freedom!) of continually focusing onyour ends, on what you're here for. Members of the faculty will share all this joy and labor with you, inasmuch as they profess learning andmust continue learning to remain true; and because one of Evergreen's goals is to make your passage as individual as possible, each person here is committed to helping you realize your goal. If you come, you will be expected to takeup our common responsibility of keeping Evergreen like the gate of horn, a gate of truth. For if Evergreen is unique in its outward appearance, it is not unique in its purpose: the discerning of reality, the insisting upon honest, weic- manlike intellect in those who would claim to have been educated for a free society.

Sincerely, LOOKING TOWARD A SECOND YEAR Evergreen grew in no more than threeyears at the most from a legislative act and The vagaries of printing, despite the tech- a thousand-acre tract of fir trees to the nation'smost nological miracles of our time,are such that novel optioninhigher education, serving this second catalog of The EvergreenState 1,100 students. By contrast, the University of College must be prepared in thevery early California at Santa Cruz, also months of its life as a functioning institution. a ground- breaker in higher education, enjoyedseven For most of us directly associatedwith the years to plan and began with a student body of College, our reactions toour open doors and only 200. And to justify still further to our lively classrooms are compounded of our local joy, wonder, and pride, Evergreen'sfmcmcial joyful wonder and an awedawareness of work still before us. resources, on a relevant year-for-year basis, have consistently been below those availableto The joyful wonder includesa sense of pride. Santa Cruz. From the time that its president took officein But if Evergreen definesan undeniably 1968 to opening day on September 27,1971, remarkable achievement in the building of institutions, the proud delight evoked bythat accomplishment gives way before the further efforts that attainments of this kind character- istically demand. Our first registrationhas simply underscored the necessity for redoubled effort along a number of lines. Aprimary function of this second -catalog isto indicate the major areas in which that redoubled effort is invested. In our central academic enterprise,our faculty, suddenly enlarged from 18 plannersto 56 teaching members, must not-onlysuccess- fully implement this year'sprograms of Coor- dinated and Contracted Studies; theymust also develop the offerings for 1972-73.At Evergreen,thattask of anticipating and shaping next year's requirements isa peculiar one: Unlike the situation in other institutions, all our academic programs include theirown self-destruct mechanisms. In orderto keep abreast of the changing world andto capitalize quickly on our own experience,we do not simply carry forward to the next year'scatalog the listings in the previous year's. Althoughwe certainly retain our concern for the immense and significant problems implied byprogram titles like "Political Ecology"or "Causality, Freedom, and Chance," or "Man and Art,"we have committed ourselves to criticallymodi- fying each year the ways in whichwe attack these issues. 11 This arrangement insures a degree of fresh- pret present realities and future possibilities in ness and the benefits of a thoughtful review of the light of yesterday's insights. the opportunities for learning that Evergreen This state of affairs describes the alternative represents. It also entails costs. One price that in higher education that Evergreen was asked must be paid is the load that it places on fac- by the state's leaders to invent. Other colleges ulty members, who are always thinking about anduniversitiesskillfullyandeffec,vely next year's questions as they deal with the dif- package predetermined units of knowledge ficult ones of the current year. Another price is and make them available through annually repeated courses that alter slowly with time. For large numbers of students, this pattern is congenial and productive. Evergreen is for those who step to a different drummer; and our enrollment last autumn, marked by a 10 per cent oversubscription in a period when many colleges were underenrolled, confirms the judgment that an option is needed. If the nature of that option permits our only presenting in thiS catalog the flavor and some samplesof our academicprogramsfor 1972-73 instead of firm and final descriptions of them, it also limits what we can say about the character of our community. As indicated, Evergreen has just opened as this statement is being written. The contours and quality of a community depend heavily on the contributions of the people who compoSe it. With our student body newly occupying our hardly completed facilities, we can only report that all of usstudents, faculty, administration, the kind of ambiguity that appears occasion- and staffare hard at work refining and ally in this book about the College. We can- testing the principles of governance and per- not, for example, provide full descriptions of sonal conduct that, during the last two years, our academic programs ft:: 1972-73 because have emerged as most likely to facilitate an they are presently in the process of creation. institution whose purpose is the cultivation of Nor should it b: otherwise. As an institution the human ability to learn. oriented toward the future, Evergreen is more Two documents, printed in Section VII of deeply Occupied with serious questions than this bulletin, are of fundamental importance with inherited answers. Its mission is to help here: "Governance and Decision-Making at people become more effective learners so that Evergreen" and the Evergreen "Social Con- they can cope more flexibly and confidently tract." The first sketches the basic processes by with a world very much in flux. That mission which we regulate our internal affairs; the demands that the curriculum be a responsive second indicates the concepts according to one. What one studies here must reflect today's which our personal relationships must be or- trends and stresses, involve a scanning of to- dered if we are to grow as learners, and it de- morrow for implications beyond the current scribes the judicial steps that may be taken 12 moment, and provide an opportunity to inter- when people and groups are unable themselves to settle their differences in the peaceful and ticipation and from points of view thatare quiet fashion that the institution'spurposes shared and that represent college-wide inter- require. Anyone who joins the Evergreen ests. community, either as student or as employee, Similarly, the Social Contract emphasizes becomes a signatory to these essentially consti- the ways in which civility is a basic condition tutional statements. Although they areex- of learning, points out that Evergreencan nei- pected to change, like the College itself and ther stand in loco parentis nor serve asa sanc- like the Constitution of the United States, they tuary from the rules of the larger society, and define the points of departure from whichpro- provides guidelines with respect to the kinds of ductive change can occur. Meanwhile, they relationships among persons, and betweenper- articulate the principles and the processes by sons and the College, that are essential if we which the Evergreen community pursues ina are to participate in an authentic community civilized manner the educational goals thatare of learners. It also, attending primarily to the its reason for being. notion of due process, identifies procedures for the settlement of disputes that move from informal mediation " formal mediation to arbitration a ,,torcement. In all cases, the fundamental focus is on personal responsibility and accountability for everyone, whetherstu- dent or staff member. If, at a college as insociety itself, good government and effective human relationships depend upon eternal vigi- lance and constant effort, the ground has :seen laid at Evergreen for energies to be productively invested. As the College looks, then, through this first year of its functional history to its second, it finds much to do, as befits an institution deliberately in process, in developing its academic programs and in building its community. It also places a high priority on its off-campus learning opportunities. In the internships,'ap- prenticeships, and field placements associated with its curricular offerings, and in the volunteer services it makes possible for its students Summarized very briefly,the governance in civic and commercial ventures, Evergreen scheme strongly stresses administrative respon- serves two basic objectives. sibility and accountability and theease with One is to couple experience of the real which proposals and challenges may be put world with reflection. Although sophisticatedly beforeappropriateofficers.Throughthe informed and rational habits of thought may mechanism of ad hoc task forces, which in- beacquiredandstrengthenedthrough volve students, faculty, and staff members campus-based efforts, those reflective capabili- without the cumbersome and frequently inef- ties are not likely to prove most useful unless fectual machinery of separate 'studentgovern- they are engaged with direct experience of the ments or faculty senates, issues can be dealt institutions and the people through whom the with on their merits from a broad base ofpar- larger society conducts its business and empiri- 13 cally reveals itself. In this sense, Evergreen ever, only if students can sample a reasonably takes quite seriously the ancient idea of an wide range of actual jobs, can work under educated person as one of broad experience conditions of genuine responsibility, and can deeply reflected upon. subject this kind of economically germane The other objective that is important here is experience to reflection about themselves and the establishment of the College's relevance to the kinds of futures that they realistically want the world of work and to the human value of to enjoy and for which they are willing to in- economic self-sufficiency. Under the impact of vest their time and their effort. For this reason, technological inventiveness, whole families of Evergreen plans to expand its Career Planning jobs have disappeared from the roster of ways Center and to enlarge its Placement Office, by which Americans earn their livings; and both of which must work closely and in an conversely, new occupations in large numbers atmosphere of mutual understanding with the have come to birth. As we indicated here a community of Olympia and the State of Wash- year ago, manpower economists, both in and ington to provide the experience which is so out of the U.S. Department of Labor, consist- intimately a component of the kind of per- ently predict that anyone entering the labor sonal development for which the College force in the 1970swill change not just his job stands. bin his career at least three times before his Confident that it can contribute significantly retirement. Such a rate and such a magnitude to the people who are Washington's greatest of change powerfully demand personal flexi- resource, The Evergreen State College more bility and confidence and a highly cultivated assertedly than admittedly needs helphelp in ability to learn new ideas and skills and to the form of understanding, patience, and co- master quickly new bodies of information. operation. On its part,it pledges, as it has This demand defines a major basis for Ever- from the beginning, an alternative in higher green's special brand of education. That edu- education that is responsible and responsive to cation will achieve its maximum effects, how- the needs of our time.

1 .

14 II. Survey of Academic Programs Of) ACADEMIC CALENDAR 1972-73 IN Fall Quarter, 1972 NStudent Check-In, Registrar's Office September 25, Monday 0\ Orientation and Registration in Programs September 25-27, Monday-Wednesday ....1 Formal Registration Closes October 2, Monday Work Begins October 2, Monday ...' Veterans Day Holiday October 23, Monday CS Thanksgiving Recess November 23-24, Thursday-Friday Advanced Registration for Winter Quarter Z for Continuing Students 4) December 11-15, Monday-Friday Presentation of Projects December 11-15, Monday-Friday lz: Fall Quarter Closes December 15, Friday c..) 4 E 4) Winter Quarter, 1973 -.'t CS Check-In for New Students, Registrar's Office January 2, Tuesday t j Orientation and Registration in Programs, 'r New Students January 2-4, Tuesday-Thursday Programs Continue, New Programs Begin January 2, Tuesday Formal Registration Closes January 4, Thursday, 4:30 p.m. Washington's Birthday Holiday February 19, Monday Advanced Registration for Spring Quarter for Continuing Students March 12-15, Monday-Friday Presentation of Projects March 12-15, Monday-Friday Winter Quarter Closes March 15, Friday

Spring Quarter, 1973 Check-In for New Students, Registrar's Office March 26, Monday Orientation and Registration in Programs, New Students March 26-28, Monday-Wednesday Programs Continue; New Programs Begin March 26, Monday Formal Registration Closes March 28, Wednesday Memorial Day Holiday May 28, Monday Advanced Registration for Fall Quarter for Continuing Students May 28-June 1, Monday-Friday Final Festival for Presentation of Projects June 4-8, Monday-Friday 16 Spring Quarter Closes June 8, Friday STUDY AT EVERGREEN: A SUMMARY Credit required for graduation-36 units. One unit of credit = 5 quarter hours. Ways of earning credit: (1) Coordinated Studies,or (2) Contracted Studies. Methods of learning include: participation in seminars, lectures, tutorial conferenceS,and workshops; performance of assignments in reading, writing, andother forms of communication; individual research and creative projects in thenatural sciences, social sciences, humanities, arts, and many interdisciplinary combinations; cooperative education by working in offices, agencies, businesses; field trips, community service projects, andoverseas study; completion of self-paced learning units and College LevelExamination Program tests; involvement in public presentations and performances, Evaluation: Credit will be awarded upon fulfillment of eachprogram of Coordinated Study or Contracted Study (otherwise, no entry willappear on the student's permanent record). Performance in each Coordinatedor Contracted Study will be represented in a student's cumu- lative portfolio by descriptions of projects, close evaluationsby faculty and other staff sponsors, the student's self-evaluation, and samples of the work done. 17 z

ti BRIEF OVERVIEWS Because of his unified responsibility to one Coordinated Studies program or learning con- Programs tract at a time, the student receives close and The Evergreen State College offers two careful advising, intensive support from those kinds of programs as ways of earning aca- working with him, and close and careful eval- demic credit: Coordinated Studies and Con- uation at each step in his individual progress. tracted Studies. Each student will normally The College tells him not what he has to take, spend substantial amounts of time working but what it has to offer. Once he has made his now solely in one pattern, now solely in the agreements as a member of a group or on an other, during his career at Evergreen. Please individual contract,. he is responsible forac- read the descriptions of Coordinated Studies complishing the aims of his program. and Contracted Studies carefully so that you The faculty of Evergreen believes that all will understand how academic work will pro- students should plan to do a great deal of ceed. learning in both Coordinated Studies and Con- tracted Studies. According to the distribution of interests and resources which will be maintained between these two kinds of activity as the College develops, it will make sense for each student to earn at least one-third of his units of credit in Coordinated Studies programs. But this pattern will not be administered as a requirement or -checked mechani- z cally. Rather, students will work out their O plans point by point with the leaders of their ry Coordinated Studies groups and their Con- tracted Studies sponsors. Academic Credit *L-1 ry The Evergreenstudentwillaccumulate I academic credit for work well -done, time well spent In learning, and levels of performance reached and surpassed. Only if a studentper- 1...itzumren forms hisobligationstohisCoordinated Distribution of Academic Work Studies group or lives up to the conditions ofa Contracted Study will full credit be enteredon Evergreen does not present fragmentary his permanent record. Otherwise there will be "courses of study" to be taken simultaneously, either no entry or the recording of fewer units Oq nor does it prescribe distribution or major of credit to represent what he did accomplish. O requirements by college-wide legislation. In- Thirty-six units of credit are required for stead, it offers each student the opportunity to graduation from Evergreen as a Bachelor of 0.4 put together step-by-step a sequence of con- Arts. Programs of study will carry whole or centrated activities leading to the Bachelor of multiple units of credit, not fractions of units. Arts degree. The faculty and other staff mem- For the purposes of transferring credit and of bers of the College encourage each student to comparison with the programs of other institu- assess his needs and then to match interests tions, one Evergreen unit should to considered 18 within the total range of available resources. as equivalent to five quarter hours or three semester hours. Any student transferring from agencies will probably consider thisto be the another college must earn at least nineEver- acceptable rate for full-time study.)For the greenreen units before he can receive the Ever- purposes of reporting on enrollments and the green degree. collection ()flees, Evergreen On the assumption that counts those who a typical full-time '...enroll for either two or three units ofcredit per student who does all his undergraduatework 'quarter to be full-time students. Those at Evergreen will normally be enrolled for who three quarters in each of four can enroll for only one unit of creditper years, the 36 quarter are considered to be part-timestu- units of credit required for graduationcan be dents. logically divided into nine unitsper quarter. A single unit of credit will then be roughlyequiv- alent to what a studentcan learn or perform in one month of full-time concentrationonly roughly, however, for credit will be linkedto the completion of contractsor of assignments in Coordinated- Studies, not merelyto time spent in a program. Especially in Contracted Studies devoted to single projects,to the completion of self-paced learningprograms, or to the taking of tests to demonstratecompetence, there will be opportunities for acceleration. But in both Contracted and CoordinatedStud- ies, when more time is clearly requiredfor mastery of skills and conceptsor completion of projects, the emphasis w111 beupon doing it thoroughly and doing it right. Evergreen will move assoon as possible to full-year or four-quarter operation.Though most students and most faculty members will stillbe involved for anaverage of three quarters of full-time activity eachyear, the full-time calendar will allow: (1) flexibilityin scheduling Coordinated Studiesprograms or Contracted Studies, (2) opportunities forac- celeration by those who wishto enroll for academic work in four quarters, and (3)corresponding opportunities for those needingto proceed at a slower pace toprepare themselves thoroughly without adding to the total time Although the ideal way to take advantage of span from admission to graduation. a Coordinated Studies program is to.be a full-time and fully committed member ofthe Full-Time and Part-Time Status group, most of the programs will accept as part-time members those who cannotor do not Normal progress toward the degreecan be wish to enroll in the College full-time.A equated with the earning of three units of part-time student will, typically, be ableto and credit per quarter. (The Veterans' Administra- expected to attend the lectures, films, perform- tion, the Selective Service System, andother ances and exhibits presented to the whole 19 group; to read the required books; and to do a bility of sponsors and facilities will be limited good deal of writing. If he wishes to involve during the early years of the College. As with himself as a full-fee-paying student for two full-time students, no one on part-time status credits per quarter, he will also either partici-, may be directly engaged in more than one pate in seminars or carryout an extensive indi- contract at a given moment. But Contracted vidual project. For as much energy and time Study may be particularly useful for those who as he wishes to spend, he should be prepared must fulfill other obligations off campus while to take the greatest possible advantage of the continuing to learn with Evergreen. program. If you are planning to be a part-time student at Evergreen, you should investigate the specific descriptions of Coordinated Studies or locate prospective sponsors prior to registration periods and make arrangements with those who might direct your program. You should also remember that whether an Ever- green student has registered in the College for full-time or part-time status, he can be enrolled in only one credit-earning program of study at a time. A Reminder The prospective student may be attracted to Evergreen by the absence of some old familiar forms, such as grade-point averages, class periods set on an institution-wide schedule, and lists of courses to be taken as arbitrary hur- dles. Before he considers coming to Evergreen he should think whether it is merely to escape these superficialities, and he should look beyond to the self-discipline he will need to stick to a task that presumably he himself picked as worth doing. More to the point, he may be attracted by the magnificent opportunity for an individualized sequence of unified studies. But he should recognize that he will be confronted by the realities of mind, matter, and work. Those who cannot or do not wish to enroll Escape from these realitiesironically--can at Evergreen as full-time students will still be be made only at cost to one's own individu- able to take advantage of some Contracted ality. Studies, either in small groups or as individ- So don't be misled. This bulletin conveys a uals. It is quite appropriate, for example, for a certain tone or range of tones, an attitude or student on part-time status to negotiate a con- range of attitudes, a plan of approach. More tract carrying one unit of credit and to com- than any other collection of hearsay descrip- plete that contract over a period of approxi- tions, it suggests the ways in which the College mately three months. As in contractual ar- is prepared to match interestswith its students. 20 rangements for full-time students, the availa- When in doubt, consult it carefully. Credit by Examination troductory work in the designatedareas, a stu- Evergreen has a strong interest in helping dent may offer acceptable scores (now being students to accelerate their progress toward the determined on a state-widelevel)forthe degree by recognizing credit-worthy but hith- CLEP GeneralExaminationsinEnglish erto unaccredited achievements in learning. Composition, Mathematics, Natural Sciences, This does not mean simply puttinga seal of Social-Sciences-History, and Humanities to the approval on large blocks of raw experience. It Office of the Registrar. For each of thesetests does mean that the faculty and other staff successfully taken, Evergreen will award two members wish to give students a range ofop- units of credit. portunities to demonstrate the extent of and to The College Level Examination Program work further at learning which they haveac- also offers a variety of Subject Examinations quired at their own initiative. to test competence at more advanced levels. Evergreen regards these Subject Examinations as resources to be used at the discretion of students and their sponsors in Contracted Studies. The amount of credit to be awarded, thescore considered acceptable, and any other projects leading up to the test or rounding out theexperience will be a matter of negotiation within each contract. Similarly, students and their sponsors can use Contracted Studies for other ways of demonstrating competence, whether by,other standardtestsor by evaluative methods which they devise themselves. Such contracts do not merely award credit for experience after the fact; rather, they point toward new ways of making that experience count.

Students should pay particular attention to the College Level Examination Program of the College Entrance 13xamination Board and should consult the Office of the Registrar for information. So long as he does not duplicate Advanced Placement or transfer credit for in- 21 COORDINATED STUDIES Coordinated Studies programs are small, cooperativelearningcommunities.They What are Coordinated Studies programs? usually involve some 100 students and five How do they differ from courses? What will it faculty members. The relative compactness of be like to be a member of a group engaged in the programs makes a number of benefits pos- an integrated study program rather than to be siblecloserelationshipsamongstudent taking a number of separate classes in separate members and faculty members; opportunities subjects? for genuine collaboration in learning; and a sense of direct, unified responsibility for one's work. The programs now being offered, like those which will be offered in the future, explore some of man's most urgent problems, his most important challenges, and his most highly prized values. The faculty come from many different backgrounds and bring their special experience to bear in a common effort to cut across the usual boundaries between academic disciplines. Students join them to define problems, to develop skills, to search for answers, and to struggle toward satisfying our common desire for knowledge and our imperative need for wisdom. Instead of studying, for example, Sociology, Economics,orPsychologyasdisparate, self-justifyingfields, you will study central problems or themes by learning to make use of appropriate techniques from such disciplines. Instead of listening passively to lectures most of the time, you will be responsible for en- gaging actively in regular discussion. Instead of accumulating bits of data in an attempt to "cover a field," with emphasis on passing im- personal examinations, you will be responsible for shaping and documenting your ideas to make them count. You will write, rewrite, polish, and present what you have learned to both the student members and faculty members of your group. Instead of working for a quantitative grade point average, which really tells little about what you have learned, you will accumulate a portfolio of direct evaluations and examples of what you have really accomplished. Instead of doing little more than look at the world from 22 the classroom, you will have an opportunity to work in the world: on field trips, expeditions, If You Really Want To Learn... research projects,internships, and overseas programs, Let us look at these points a bit more care- Finally, instead of taking four, five,or six fully. For only if you wish to understand how unrelated courseswith few links between a Coordinated Studies program functions them and no single faculty member trulyre- and want to study this way for significantpor- sponsible for helping you makesense of what tions of your timewill it make sense foryou you are learningyou will concentrate on one to come to Evergreen. coherent program at a time. The workyou do A Coordinated Studies program has acom- will hang together. You will be responsible for prehensive design and includes a required set understanding and feelingthe connections of activities. Students and faculty together betweenideas,techniques,andhabitsof work through readings, discussions, lectures, thinking usually segregated in different depart- field assignments, and critique sessions. The ments. You will have time to concentrate on program has a logical structure. And itis your work without the distractions of com- demanding. peting and unrelated assignments. Andyou But so far as day-to-day work within the will be constantly relating various kinds of structure is concerned, the typical program is specialized procedures to the centralconcerns flexible and encourages a variety of individual of the program, not because abstract policies projects and responses.It always seeks to require them, but because you will need to promote your development as a responsible know them in order to deal with the issues and person through cooperative inquiry. In many to make your contribution to the group. cases faculty expect the students to participate 23 in planning and running portions of the work certain kinds of information at certain times. and help them to do it. The programs empha- R is a major goalof such programs to help you size commitment and common effort by both learn how to learn. faculty and students. As you will see from the descriptions of the The Common Reading List programs offeredin1971-72, Coordinated Studies groups pursue interdisciplinary con- Each Coordinated Studies program hasin cerns, using academic specialties but not consi- addition to a common schedule of large- and dering them as sacred preserves. Some adv- small-group meetingsa common required anced programs provide opportunities for a reading list. "Textbooks" will be rare because Treat deal of specialized learning. But all pro- you will be reading the first-line works them- grams pay less than usual attention to tradi- selves rather than books about books. And the tional labels and are more than usually respon- faculty members read all of them with you,no sive to the internal requirements of the prob- matter what professional fields they may repre- lems at hand. sent. In addition, individual students are encouraged to explore other books, according to their interests and individual projects, and to report what they have found to their seminars. Some of the books required by your program will be very difficult; some will be a pleasure. But you will be expected to read all of them carefully, to reread them, to try to understand them, and then to discuss them in the seminar groups of your program. Similarly, you will

A work on other sorts of listening,viewing, data-gathering, laboratory, and workshop assignments. And you will do so as a responsible member of a responsive team. The Seminar The heart of each Coordinated Studies program is a small-group discussion, the seminar. A seminar is not a bull session, and it is never easy. When it works well, it is unforgettable. A seminar is a small, dedicated group of very different human beings helping each other learn, helping each other understand a book, orhelpingeachothergrapplewiththe meaning and implications of a difficult idea. The seminar meeting is not a show-and-tell session, and it will not work if the students and The programs insist on a high level of ac- faculty members play academic games rather tivity and strive to be selOcorrecting. They are than share their genuine concerns. It will suc- not concerned with amassing heaps of inert ceed only if all its members search together, data. Rather, they match activities and assign- work together, and learn by teaching each 24 ments to the genuine needs of the group for other. You should think about the seminarvery design, music, and thegestures of drama and carefully. Imagine yourself meeting often with dance. You will be expectednot merely to a small group that expects every member to be acquire information and think itinto shape an active participant. There is no place to but also to learn how to communicateyour hide. You will have to expose your ideas, ask thoughts. It will take much practice, for help, give help, think aloud. You will a willing- be ness to seek and use criticism, and the desireto questioned, challenged, pressed to explain and make your ideas count. to analyze. The usual tactics for beating the system will not work, because the contest will be between you and the book,you and the project, you and the idea. There will be pressure; butyou will have volunteered for it. It will come from the other members of your seminar who needyour help and from the urgency of the problemsat hand. If you aren't willing to take responsibilityfor meeting the goals that you have set,or if you feel unable to respond sympatheticallyand helpfully to the needs of faculty and otherstu- dents as teammates in learning, thenyou should seriously question whether Evergreen is the college for you. But ifyou really want to work with others, then we are hereto help.

Lots of Writing Coordinated Studies programs providea somewhat unusual but valuable approachto the teaching and learning of how to write well. , .. --:- Both students and faculty doa lot of writing: short essaysto start discussions, critiques, Continual Evaluation notebooks and journals, reports, and position You will not compete for letter gradesor a papersperhaps fiction, poems, and plays grade-point average at Evergreen, but when a different sort of discourse is needed. you will have to work hard and well to receive unitsof Each student is expected to revise andto credit and to stay in your polish his work for presentation to his seminar. program. Because each program is a small and intimatecom- The best work done in seminars willgo to the munity, continual and careful evaluation whole Coordinated Studiesgroup, and from of there to the communityfor publication in each student's learning becomes possible.The faculty members of the teamcan watch the collections of college writing, for performance, progress of each student and judge his work or for inclusion, along with other materials closely. Students can evaluate each other's developed bytheprogram, inthetotal contributions and general progress. Papersare learning resources of the College. rewritten, projects repeated and improved, Besides writing, you will be encouraged to failures rejected, and success recognized.But become "literate" in other mediaphotogra- you will not be working against the others in phy, cinema, video tape, audiotape, graphic your group, nor will the faculty members be 25 move from (1) meetings of the whole group for lectures, films, exhibits, and performances; to (2) small-group seminar meetings and workshops; to (3) individual projects which take you away from the other members so that you will have something to bring back to them. In teams or as individuals, the members have opportunities to work off campus: on field trips, expeditions, community study and action projects, visits to performances and exhibits, internships, research projects, and even periods of study overseas. This interplay of interests is very much a part of Evergreenfrom general problems to specialized knowledge or skills and back, from the group discussion to the individual absorbed in his book and back, from the campus to the larger community and back. A Typical Work Week As you will gather from the descriptions of the Coordinated Studies offerings for 1971-72, your adversaries. It will be important for all of there is much variation in scheduling from us to do the best job we can and to help ech program to program. In a week's work, how- other. ever, you may expect to spend between 16 and Where genuine ideas and feelings are at 32 hours in contact with members of the fac- stake, only rigorous criticism will dofrom ulty, and you will need to be present on others and from yourself. Sometimes this campus (or for off -campus assignments) vir- searching scrutiny by your teachers and your tually every day. Your plans must, of course, fellow students will be hard to take. But if you take into account these facts of serious educa- are looking for relevance to the conditions you tional life. Against this general background, a will face in the world beyond the campus, if typical Coordinated Studies program might you are willing to have your academic per- distribute its time something like this: formance represented not by a transcript alone but by a portfolio filled with detailed evalua- At least one assembly is held for all mem- tions and samples of your own work, then bers of the program, usually early in the Evergreen may be right for you. week. This lasts for several hours and may include a lecture followed by discussion, a symposium, a film, a slide show, a live or Variety recorded performance of music, a The typical Coordinated Studies program, play-reading or poetry-reading, or a general while proceeding toward a common learning discussion of how the work of the program goal, offers a rich diversity of activities. The is proceeding. faculty and other staff members directing the group bring knowledge, skills, and interests There will be several meetings of your semi- 26 from a number of different fields. You will nar, a group of ten or twelve, perhaps on Tuesday, Wednesday, or Thursday. Some small-group discussions within yourpro- programs may require that you belong to gram. These willusually be scheduled two small groupsone interdisciplinary during the late afternoon or evening. There seminar directed to the common reading list will be time allotted to field-work, special and another project groupor skills work- research, and project development inopen shop in which you can pursue special inter- periods during the week or concentratedon ests. one day, perhaps Friday, so that you can There will be an individual conferenceor carry the work on into the weekend if nec- very small group conference with the sem- essary. inar leader about your written workor projects. Some programs will also recommend As you consider the demands of sucha conferences between students for mutual schedule, you should bear in mind that partici- critiques of such work. pation in a Coordinated Studiesprogram will usually represent a full-time workload. But Films, concerts, other performances, and your week will not be so hectic as it would in a exhibits offered to the whole Collegecom- system of separate courses and classesnot munity will provide occasions for further because there won't be much to do but be- / 11111Mw /1

at rY

27 cause you will not be forced to drop and pick ways strive to explore, to develop, and to ex- up pieces of work in four or five unrelated sub- amine its central theme in a systematic way jects every two days. The demands upon you from the start of the program to the final fes- will be coherent and related, not conflicting. tival marking its conclusion. At that time it This will allow you the time that you will need offers the results of its efforts to the attention for the much more thorough reading and the of the whole College and presents an an- extra .concentration upon writing that your thology of its best work for inclusion among program will require. It also means a direct the learning resources of the College. and heavy personal responsibility on your You should plan on starting with a pro- part, for if you do not prepare your work and gram, staying with it, and completing it. In meet your deadlines; neither your seminar nor any tightly knit community, there will be the total program can be a complete success. stresses and strains. Learning communities are Entry and Exit not exceptions. But the rewards of total participation will more than compensate for the A Coordinated Studies program is designed temporary wrangles. 28 as a coherent whole. Its members should al- You should also be aware that Coordinated Studies programs, unlike academic depart- faculty members and student members of his ments with their standard curricula, are not group. designed for repetition year afteryear in the same format. Instead, as efforts to set major Teamwork problems in perspective, theyare organizations that depend on a matching of student and fac- You should be aware that the facultymem- ulty interests and the resources of the College. bers directing a Coordinated Studiesprogram When continuing needs and interests justify not only will be concentrating on all there- doing so, a new faculty team may form,set up quired books along withyou but also will be a new schedule of readings and other assign- carrying on their own Monday morning fac- ments, invite a new group of students to join ulty seminars, in which they will be trading them, and go at a problem in a differentway. ideas and assisting each other to bemore But your Coordinated Studiesgroup will be useful to you. They will be learnedpersons, unique. It will not be a well-worngroove, nor bringing a good deal of experienceto the will it ever become one. You should makethe common effort. But, more important, they, most of it. like you, will belearning.Combining the func- Students will normally enterprograms at tions of teachers, counselors, and co-workers, thebeginning .bycarefullymakingtheir they, like you, will be totally absorbed in the choices during the orientation and registration task at hand. periods, when the staffs ofnew programs will hold open meetings and be availableto answer the questions of anyone interested in joining them. Students will indicate their first choices, their alternate choices, and how they weigh their preferences. Every effort will be madeto match the interests of students to theprograms available. Someprogramswhichrunforthree quarters or more will allow a limited number of students to enter by special permission in the second quarter and perhapseven the third quarter. Conversely, a student who discovers that he just does not want to door cannot do the work of a program will be helpedto find a more satisfactory alternative, either in another Coordinated Studies programor in Contracted Study. If a student fails to meet his responsibilities to the learningprogram he will be required to leave. If a student has irreconcilable problems in his particular seminar butwishes to continue as a member of theprogram, he will be allowed to join a seminarmore appropriate to, his needs and interests. Ifa student has grave problems with comprehending what he reads and carrying out assignments, he will receive as much help as he can use from the 29 CONTRACTED STUDIES ning of Evergreen, President McCann said that "the most valuable service Evergreen can For a substantial part of your career at Ev- offer isto initiate a process of continuing ergreen, you may work in Contracted Studies. learning by preparing a student with the As an individual or as a member of a small methods of learning and experimentation, by group sharing interests, you can sign up with a encouraging independence in pursuit of in- faculty member or other staff member toearn quiries that interest and motivate him, and by credit by doing a projectcarrying out an providing him with counsel and resources to investigation, mastering a skill or set of skills, test this knowledge and ability." As a pattern attacking a set of problems, creating a piece of complementing the Coordinated Studies pro- work, or otherwise dealing with a specific grams, Contracted Studies will help you to body of subject platter. work more and more on your own. But you should recognize that your close relationship with an Evergreen sponsoris something quite different from "doing your own thing." If itis completely "your own thing" and does not call for experienced, chal- lenging guidance, then you can do it much better, much more efficiently, and much more

1 honestly without joining a college which is responsible for offering such guidance. Contracted Studies will allow you to develop further your knowledge in a specific area 1 of interest or a cluster of interests. It will help you to pursue further a particular problem first raised in a Coordinated Studies program. It will allow you to explore new interests and experiment with them intensively while you are. making up your mind about a career. When you have decided upon the career you want to follow, Contracted Study will provide opportunities, up to the limit of our resources, for you to undertake specialized An Overview and lengthy projects.It will enable you to We call this arrangement a "contract" for combine on-campus activity with practical learning. It is an agreement to carry out a pro- experience in your chosen field off campus. ject, and it implies direct, mutual responsi- And it will give you the chance, from time to bility between you and the experienced person time, to collaborate with a faculty member on whom you have asked to help you. It is a flex- a frontline research adventure. You will be ible, yerdemanding method for satisfying your able to learn many different things in many interests and needs within the available re- different ways and to make your learning sources of Evergreenthe experienced peo- count. ple, the facilities, the materials, and the opportunities which the College can arrange for you Variety of Contracts to work with other people and in other facili- You will receive credit toward graduation 30 ties off campus. At an early stage in the plan- by fulfilling the contracts which you work out with your sponsors.The proceduresfor what they have to "take." Instead,we wish to drawing up and completing contractsare rela- create an environment of grass-roots responsi- tively formal. But the learning activities which bility in which experienced learners andstu- you can engage in under contracts will be as dents who want to learn cancome together to varied and imaginative asyou and your work on developing the ideas, the information, sponsor can make them. There will be indi- and the techniques which they most needto vidual contracts and small-groupcontracts know. and combinations of the two. For example, you and ten or so other students may agree to Sponsors work with a facultysponsor as a seminar To suggest the relationship which Con- group for one month solid and then branch tracted Studies will require, we have chosen out into individual ventures in order tocome the term "sponsor" for the experiencedperson back together at the close of a second month who will be working with you. During thepe- to share what you have learned. There will be riodin which the contract operates,this. some contracts which are run totally on the person will be your teacher, your advisor, per- campus and others which lead you out into the haps your co-worker, or group leader,or community, into government agencies, into tutor. Although most sponsors will be mem- businesses, and into field work at locations bers of the teaching faculty, Evergreen has quite distant from Evergreen. Somecontracts recruited many other talented staff members will be devoted to onlyone kind of subject who are eager to work with studentson con- matter; others will combine several emphases. tracts. If the contract struck between you and There will be contracts lastinga month or your sponsor requires other specialized assist- 'so and, when you have decided on specialized ance which your sponsor cannot provide,you work and can demonstrate toa prospective sponsor that you are capable of doing your own work over a longer span, contracts lasting as long as a year. There may even be contracts lasting a few days, if you have engaged in substantial learning on your own time and wishto sign up with a sponsor to be tested foryour achievements and to have them recognized by the awarding of credit. There will becontracts for which you take most of the initiative,when you bring a carefully prepared plan of study to a prospective sponsor and ask him for his help. And there will be contracts in whichsponsors have made known what they wish to workon and you volunteer to join them. In effect, Contracted Study providesa way for you to match your genuine interestsand needs with the interests and experience offac- ulty members and other Evergreen staff.We have moved beyond any system in which college authorities, depending largelyupon tradi- tionalpatternsatotherinstitutions,tell teachers what they have to teach and students 31 may work with a "subcontractor" on or off ing, to discuss topics connected with the con- campus who will not be fully responsible for tracts they are sponsoring, to act as a sounding your studies but who will help you through board for the students with whom they are part of the contract and report to your under contract, and to provide as far as pos- sponsor. sible some of the opportunities for sharing of interests among their students which typify the Coordinated Studies programs. Preparing for the Contract By the careful selection of sponsors and negotiation of contracts, each student will have a large stake in planning his own career at Evergreen. As you move from a Coordi- nated Studies program or a terminating Con- tracted Study to a new contract, you should obviously make full use of the advice of your current seminar leader or sponsor. You should take a hard look at where you have been and where you want to go. Because any contract will be worth not less than one Evergreen unit (i.e.,1 /36 of the total credit required for graduation), you should prepare for a new contract as carefully as you can by preliminary discussions with any prospective sponsor. You may be asked to do some reading or otherwise sample the kinds of activity which your new contract may entail. And you should critically examine your own motives.Itis important that you do not waste opportunities for learning by proposing a project that will not really challenge you. It is also important that you do not confuse "doing more of the same" with "depth" or aimless meandering with "breadth." You will be responsible for carrying out Whether the main initiative for your project what you have agreed to do. Your sponsor will comes from you or is suggested by your pro- provide you with the help you need. He will spective sponsor, both of you should be pre- draw up the contract with you, work with you pared to ask some hard questions. As in all along the way, and evaluate your achieve- other sorts of contractual arrangements, you ments at the conclusion. should plan for the strongest possible results You should also know that the sponsors for your investment of time and energy. How- engaged in Contracted Studies at any given ever long the contract may run, whatever time,liketheir colleaguesin Coordinated credit is to be awarded, and whether itis Studies programs, will form interdisciplinary simple or complex, you will be devoting your teams of four-to-six members. They will meet full concentration to it and should make the 32 in seminars to work on improving their teach- most of it. What can you do under contract? The academically ready to undertake the particular range of possibilities is very large, so long as project; and whether both of you (and the you can honestly match interests with appro- other members, if it is to be..a group project) priate sponsors and so long as thenecessary can agree on the terms of the contract. resources are available. Reading projects in In preparing a contract, you andyour history, philosophy,literature, government, si_insor work out: sociology, economics, scientific theory, andso A short title for the project. forth; research projects entailing the collec- A statement of what you wish to learn tion, processing, and interpreting of data from through it and why. documentary or laboratory or field investiga- A description of any previous experience tions; mathematics, computer languages, and you have had which relates to this pro- foreign languages approached by intensive ject. small-group study or by completion ofa bat- A. summary of the activities which will tery of self-paced-learning units; creative work take place,--the materials and techniques in visual art, film, photography, music, play- you will study; the methods you will use; writing, poetry writing, short-story writing; the facilities or locations you will be biological or archeological expeditions;ap- prenticeship in a newspaper officeor governmental agency or design center offcampus; internship as a teacher's aide or helper ina welfare agency; career-learning ina business office or industryall of these will make sense. Remember that, though you may carryon a variety of related activities under a singlecon- tract, this contract will be your total academic assignment until you have completed it. You must be prepared to immerse yourself in the subject or activity. Once you have decided upon your objectives, you must perform all the assignments which you have agreedupon with your sponsor in making the contrct. Each contract will assume a significant engagement with new information, ideas or techniques; call for critical and creative thought; andassume some development of skills, especially skill incom- municating what you have learned and otherwise accomplished. Signing Up Once you have decided upon whatyou wish to do and have found a prospective sponsor who can help you, you and he will decide: whether the resources available at Evergreen or off campus can support the contract you have in mind; whether you are personally and me. s

in,_,:orte-

sal

working in;the people who may be Evergreen unit 'should represent about working with you. (If a student wishes to one month of full-time effort but that undertake an ambitious project but needs contractual credit is awarded for the suc- to know more before he can begin, he cessful performance of the project, not may engage in a one-unit "pilot" contract for the amount of time spent on it. leading to the preparation of a more sub- Some projects will involve special costs for stantial contract.) equipment,services,and otherresources. The supporttobe provided by the When the College has funds that can be legally sponsor (and any other "subcontractors" and appropriately used to help defray such on or off campus whose assistance is es- costs, a student may ask for some matching sential to the project). support in a proposal appended to his con- A description of the results which you tract. The College will do what it can, exam- wish to achieve. ining each proposal on its educational merits A description of how you and your and its possible benefits to the total resources sponsor will evaluate the work. of Evergreen. In times of financial stringency, A rough estimate of the duration of the however, other demands on limited monies 34 contract, under the assumptions that one must take priority. When a project involves travel expenses, livingexpenses off campus, important enough thatyou should consider and any other special costs to the student him- such communicationas a natural outcome of self, the student should demonstratethat he your contract. can defray such costs and do what he hascon- tracted to do. The Portfolio In filing a contract, one point remainsfirm: The two important signatureson a contract The ongoing portfolio whichrepresents are yours and your sponsor's. Neither younor each student's academiccareer at Evergreen he should give a signature easily. The signa- will be especially important for thoseengaging tures place the responsibility where it belongs, in large amounts of ContractedStudies. Be- not on a curricular system buton human cause there will be no standardprogram de- beings. scriptions to serve for easy reference, thecon- tracts themselves and the accompanying evalu- Completion and Credit ations and samples of work will constitutethe evidence for what you have done.In some When you have completed the studyas con- cases your entrance into advanced Coordi- tracted, your sponsor will report to the regis- nated Studies programs will dependupon the trar that you have been awarded the unitor strength of your past performance, units of credit involved. as represented by your portfolio. In mostcases, your At the same time, he will addto your offi- ability to negotiate future cial portfolio an evaluation, describing contracts for more what specialized work will dependupon what your you have accomplished, how well you have portfolio tells your new prospectivesponsors accomplished it, and what kind of advance about the quality ofyour earlier learning con- this has represented inyour academic career. tracts. And when you come under considera- He will also transmit the remarks ofany sub- tion by prospective employersor by other aca- contractors who have supervised part ofyour demic institutions at which work. you wish to continue your education, the portfolio willindi- Before credit is awarded for the completed cate what you did at Evergreen and how well contract, you will add to your official portfolio you did it. your own evaluationof what you have learned. You will also be expectedto comment upon how well the total resources of Ever- greenthe sponsor's assistance, College facilities, assistance by subcontractors andcollabo- rating agencies offcampusmay have supported you in your project: The original contract and these evaluations, plus samples of your own work, willrepresent what you have accomplished inyour project. It will be especially valuable if;ou and your sponsor can arrange some means of sharing the results of your project with others. Ifyou are engaged in a group contract, this will be fairly easy. You may also be ableto work through your sponsor's seminargroup to reach other students. But the nsponsibilityto shape your results for communication to others 1,.; 35 III.What's Happening Now 1971-72 PROGRAMS IN PROGRESS 11, At Evergreen, we wish to keep our offerings flexible and responsive to teachers' andstu- dents' developing perceptions of what is worth doing. Accordingly, unlike most other collges, we do not have courses or programs which are repeated in the same form year in andyear out. Instead, we seek to offer a variety of new Coordinated Studies programs andnew opportunities for Contracted Studies eachyear. Only exceptionally will a Coordinated Studiespro- gram be repeated, and then only with a significantly modified design and with changes inthe faculty team leading it. You should not ext,ect, therefore, to find these programs in operation nextyear. Even if some of the program-titles appear again and even ifsomeofthe same faculty team-members are involved, theprograms will have been largely altered by the experience of the first year and the perceived needs ofnew groups of students. Should you wish tocom- pare the brief program descriptions below with the original description printed last winter, you will find a number of interesting changes and even the addition ofa new program to suit Izt!clE, the needs of our first students. We shallcon- tinue to value growth and changeover mechanical repetition within hardened categories. to any more advanced students who are inter- The summaries which follow describe work ested in the topics and methods which thepro- in progress and are intended to giveyou some grams will concentrate upon, andin most idea of how we go about the enterprise of casesto part-time students. Advancedpro- higher learning. For if you chooseto join us, grams are open to full-time students transfer- you will be enrolling in the College, entering ring their work to Evergreen ata third-year our particular climate, rather than signingup level, to advanced part-time students, andby to take one specific program or prearranged consent of the program staffto some begin- sequence of programs. This is a brief presenta- ning students whose interests and previous tion of the kinds of academicconcerns and experiences will enable them tocarry out these interests currently represented at Evergreen more specialized and demanding assignments. of what is going on now. The one-quarter long programson "The Play's the Thing," "Problem-Solving,"and COORDINATED STUDIES "Southeast Asia" have not yet begunas this is being written. But they are ready tostart in the These programs are designatedas Basic or winter or spring quarter if enough students Advanced. Basic programs are open to stu- wish to match interests with the facultymem- dents beginning their undergraduatecareers, bers who have designed them. COORDINATED STUDIES

PROGRAM LENGTH LEVEL DISCIPLINES REPRESENTED

Causality, Freedom and 3 qtrs. Basic Philosophy, history of science, mathematics, Chance computer science, neuro-physiology, psychology, biology.

Contemporary American 3 qtrs. Basic Black Studies, Indian education, Chicano Minorities education, American literature.

Human Development 6 qtrs. Basic Psychology, education, history, comparative literature,biology,philosophy,anthropology.

Individual in America 3 qtrs. Basic Philosophy, education, sociology, psychology, comparative religious thought, visual arts, literature. Individual, Citizen and 3 qtrs. Basic American history, literature, international State relations, history of science, political science, mathematics. Political Ecology 3 qtrs. Basic Biology, ecology, chemistry, mathematics, computer science, law, political science.

Space, Time, Form 3 qtrs. Basic Physics, visual arts, physical science, aesthetics, political science-history.

Cornmaications and 4 qtrs. Advanced Communications theory, film, photography, Intelligence chemistry, video techniques, audio techniques, broadcast journalism.

. Environmental Design 3 qtrs. Advanced Biology, ecology, urban planning, economics, architecture. Human Behavior: Self 3 qtrs. Advanced Literature, applied behavioral science, psy- and Society chology,anthropology,biology,mathematics. Man and Art: Renaissance 3 qtrs. Advanced Art history, aesthetics, visual arts, philoso- 38 and Now phy, literature, music. CAUSALITY, FREEDOM, AND used to predict and control human be- CHANCE havior? If so, how? How do the brain and the nervoussystem 3 quarters operate in behavior? Do they have the 3 units per quarter potential for spontaneity and creation? Can animals be "conditioned" to do just The program starts with the fundamental anything? Can people? question: How much of human behavior is there- To what extent are we as individuals free sult of our genetic and biological back- to do as we choose, and to what extent is ground? our behavior predetermined by factors Is chance a factor in the makeup of the outside our control? universe, or is everything thatoccurs an inevitable result of what came before? This central question immediately raises Was the evolution of man a ,-aatter of others: chance? Is free choice really possible at all? What is "chance" anyway? Can chance 1:1Can the methods of science actually be happenings be predicted?

39 Is there such a thing as fate or destiny? If The theme of the first quarter is "Determin- so, what is its religious and personal sig- ism, Freedom, and Chance." In addition to nificance? readings and seminar discu ,,ions each week, Is history (as the Marxists and others the whole group participate.., periodically in claim) nothing more than the working lectures and witnesses a number of films. Phi- out of patterns which were inevitable losophy, psychology (experimental and psy- from the start? For example, are present choanalytic), literature, and the mathematics conflicts in America between the black of probability are studied. Students having and white; young and old, the inevitable special difficulties with mathematics receive result of economic forces at work in the individual help. first half of the 20th century? The second quarter is broadly titled: "Cau- How do the ideas of chance, fate, destiny, sality and Chance in Modern Science." The cause-and-effect, and inevitability figure group learns about the scientist's (especially, in literature and the arts? In the thought the biologist's) conception of man, nature, and of other cultures? the causal order. The subject matter is discussed in relation to philosophical ideas devel- By the end of the year, everyone will have oped in the first quarter. Experiments deal formulated a personal statementan essay, a with human and animal genetics, as well as tape recording, a short fiim, a set of drawings with the conditioning of animals to behave in or paintings, or even a musical composition predictable ways. A week of field work is in- addressed to this general concern: cluded. Is the world, for me, primarily a world of Finally, in the third quarter, nonscientific free and open possibilities; a world prede- and anti-scientific views of human freedom termined by conditions I did not create; a and causality are studied. These include the world of -chance and uncertainty; or a philosophy of the Navaho Indians, children's world of scientific orderliness and pre- concepts of causal order, the theology of pre-, dictability? destination, the Greek idea of fate, the dra= matic concept of tragedy, and several philo- Some form of public presentation of these sophic theories outside the sciences. Special "statements" will occur at the conclusion of opportunities are available during this quarter the program. The program involves persons for learning to use non-verbal media (such as intending to go on to specidize in psychology, film). philosophy, literature, mathematics, history, Writing and speaking effectively are con- biology, or other science-relatedfields.It cerns of this group throughout the year. Ever- leads, indirectly, to such career interests as yone is responsible for participating, seeing teaching and counseling, the ministry, writing, that everyone else participates, and keeping the performing arts, public service professions discussions on the track. For the central ques- (law, government), statistical work, computer tions require all the concentration we can give. science, social-science related businesses (for example, advertising or opinion research), and biological-scientific ousinesses (for example, medical labs). The faculty members of the group bring special experience from philosophy, the history of science, mathematics, biology,computerscience,psychology,and 40 neuro-physiology. CONTEMPORARY AMERICAN red students work, respectively, with the black, MINORITIES Chicano, and Indian faculty members of the program to study issues central to their mi- 3 quarters nority experiences. 3 units per quarter The program emphasizes pluralism: that condition in which different cultures exist The Contemporary American Minorities without destroying each other; each unique, Program aims to create greater comprehension but with voluntary interaction betweenthem of the student's identity within the broadcon- so that all may grow. To that end, the pro- text of American society. Students examine gram provides survival skills: academic, per- articulations of the meaning of blackness, red- sonal,and vocationalskills;reading and ness, and brownness in a predominant white writing improvement, other media- culture. They seek to understand howthe communictionskillsinterviewtechniques, black experience differs from the red life style; computer languages, and other learning strate- how brown life differs from black; and how gies. Such useful training will helpto equip red and brown differ from each other. The minority people to assume active, important program is not a bleaching process. Non-white roles in our changing society. The combined Americans should be made comfortable with emphasis upon thinking and making thoughts their races, their cultures, and their separate- count will allow young people to increase their ness. contributions to the growth of theirown cultures and to the national culture as well. Besides the provision of a concrete and viable sense of racial identity to its students and the training in "survival skills," thepro- t gram attempts to provide orientation to further academic studyboth general education and specific work to acquire enablingcreden- tialsand to help students becomemore polit- ically aware. Students should be ableto work for change through politicalprocesses when necessary and toward the preservation of those aspects of their cultural and national life that ',. need and are worthy of protection. The program proceeds through several The program is aimed directly, thoughnot kinds of activity: (1) twice-weekly seminars exclusively, at its majority of black, brown, which treat reading and writing done within and red students. The white students in the andoutsidetheprogram;(2)numerous program learn about minority cultures from small-group and individual tutoring andcoun- the people who know them best: the people seling sessions; (3) regular large-group, multi- who have written about them, talked about racial activities, including lectures, films, and them, and lived them. Faculty and students panel discussions; (4) workshops in specific alike are teachers and learners, as all delve skills; (5) in-depth community study and field into the history, economics, sociology,psy- work in minority and majority communities chology, anthropology, music, literature, and off campus; and (6) a concludingsummary of art of non-white Americans. In the constituent the program with projections of future intra- seminars, black students, brown students, and and inter-racial relationships. 41 HUMAN DEVELOPMENT the opportunity to relate this knowledge to their own development as individuals. Students 6 quarters are required to relate their academic work to 3 units per quarter real responsibilities, serving one full day a week as interns in the human service agencies TheCoordinatedStudiesProgramin of the Olympia community; hospitals, schools, Human Development was designed to meet the mental health centers, rehabilitation centers, needs of students who wish to prepare a gen- social welfare agencies, governmental offices, eral educational foundation for possible later law enforcement agencies and private practi- specialization in one of the human service pro- tioners. fessions, such as medicine, law, government, The program also includes a rich selection 4- vrZr wk of readings, a lecture and film series, seminars for the discussion of readings, seminars for the sharing of and reflection upon experiences gained on the job or inthe library, and self-study seminars devoted to the arts and disciplines of introspection and personal communication. The faculty members of the group represent experience in psychology, biology, anthropology, philosophy, language and literature, history and education. Faculty and students alike are engaged in helping each other to become more aware of how each has developed as an individual, where each is now, and what each hopes to become.

AIL

education, social work, law enforcement, religious leadership. One hundred twenty-five students have enrolled in the program, which extends over two years. The academic work centers around what is known of how the human species developed and around what is known of how human in- 42 dividuals develop in our time. Students have THE INDIVIDUAL IN AMERICA many elements of community living, 3 quarters such as group decision-making, styles of 3 units per quarter leadership, the process of compromise, and the effect of role and status: During How do you ga about answering the ques- field workinneighboring cities and tion"Who am I?"? And how do you answer towns, we examine such societal factors the further question"How should I relate to as race, poverty, power, class, and reli- society today?"? gion. We emphasize the need to under- These two issues provide the core around stand the interplay between such factors which this program is orgnized. and our own individuality. In search of answers to these questions, students and staff explore together three basic The program aims at a balanced alternation areas: between experiential phases, in which activities 1. The Nature of ManDo man's animal take place on a physical-emotional level, and origins affect our behavior today? Is man basically aggressive and violent? What can we learn about social bonds from studying animal behavior? How important to us are our "instincts"? These are some of the problems we explore while reading and discussing the results of recent studies in archeology, anthropology, and animal behavior. Further readings in philosophy, psychology, andreligiouswritingsconsider other characteristics of man's basic nature. Is man free to shape his future? Or is he the plaything of blind chance? Can he consciously decide what sort ofa person he wants to be? Or is he rigidly confined by heredity and environment? Is man basically good or evil? Or neither? And how can we tell whatwe mean when we ask such questions? 2. Personal IdentityTopics include body

awareness, personal sensitivity,sexual r identity,interpersonal communication, the process of developing a positive self-concept. .. andgenerallywhat constitutes "individuality" and how one goes about hammering out a personal style of living. 3. Social IdentityHow does the life of the individual connect with the life of the community? We encounterdirectly 43 intellectual phases, in which we are concerned techniques and trial applications of these skills with reading, viewing films, discussion, and lis- in nearby cities and towns. Analysis of results, tening. The readings provide the theoretical refinement of techniques, further field work, framework within which the programmed and concluding analysis. Participation inan experiences are organized. In order to facili- experimental community designed within ,the tate such organization, it is necessary to deal program. A concluding presentation of the ef- with some difficult concepts of philosophy, fects and outcomes of this total educational anthropology, psychology, and sociology. In- experience to the whole College and sur- tensive seminars deal with mastering the neces- rounding communities. sary material, and a variety of evaluative de- The program should be useful to anyone vicestests,checklists,papers,recitations, whose plans for a career include close work and personal journalsare used to assess indi- with other people. Because it utilizes informa- vidual progress. tion, techniques, and insight from such fields The program also includes: An outdoor as philosophy, education, psychology, sociol- experience to pull the group together early in ogy, art, and literature, the program serves as the program. A winter campout. Workshops in a strong basis from which further, more spe- 44 artistic media. Development of interviewing cialized studies can rise. THE INDIVIDUAL, THE CITIZEN, these instruments of survival nowappear hos- AND THE STATE tileto man inan environment no longer threatening. Perhaps man's greatest mistake 3 quarters has been to allow his institutions to function 3 units per quarter without a clear understanding of hisown role as Man the Individual, Man the Citizen, and Man the Governed. "The Individual, The Citi- Americans of the present generation live in zen, and The State" Coordinated Studies Pro- troubled times. Because of unrest and wide- gram attempts to bring students into a close spread negative criticism, it is more important examination of present problems, to examine than ever before to study and understand the them in light of their historic development and nature of man and his relationship to his gov- to determine potential methods for achieving erning bodies. remedies in those areas where man's institu- Man created the institutions he now calls tions seem to work against his betterment. governments, nation-states, legislatures, laws, The Individual, The Citizen, and The State and social agencies. Early in man's history, Program studies man'sliterature,culture, these collective instruments enabled him to theories, concepts, myths, and institutional survive in a hostile environment. Ironically, realities to accomplish its goals. While the

45 program utilizes its access to state and local laws and social agencies were considered agencies, it does not confine its inquiryto through a study of Germaine Greer's The American situations solely. Pressuresupon our Female Eunuch. concepts of Man-Citizen and Man-Individual Winter Quarter continues to follow threads come from a variety of sourcescompetitive spun in the Fall Quarter, and expands the international institutions are an obviouscase work of the program to encompass classic in point. Therefore, it is equally importantto treatments of government and the interrela- study political concepts other than American tionships between Citizen and State. Plato, republican democracy to grasp the significance Hobbes, Locke, Rousseau, and Marx help-us of our own institutions. Wherever it makes to proceed into the nature and impact of be- sense, The Individual, The Citizen, and The lief, ideologies, and competition betweengov- State Program will promote internshipswith ernmental forms. Students begin internships legislative committees, social agencies, and with the State Legislature, ormove out into attorneys-at-law, as well as other practical the community to examine public agencies, experiences to encourage students to under- human conditions, the impact of local munic- stand the connections between theory and ipal statutes, and other projects of theirown practice. Students are also encouragedto choosing. range widely and undertake independentpro- Spring Quarter,1972, awaits definition. jects which fall within therange of the pro- More precise studies, readings, and experi- gram. ences are contemplated by students and fac- fall Quarter, 1971, was devoted toa study ulty. The Individual, The Citizen, and The of the Individual as he related to institutions. State faculty team works closely with students Matters of conscience, responsibility, choice, to firm up major projects, to expand internship and human concrn were examined through options, and to reshuffle seminar groupings readings of such works as Catch-22, "Oedipus into patterns designed to take advantage of Rex," The Odyssey; "Lysistrata," Ibsen's "An mutual interests discovered during thepre- Enemy of the People," and Ken Kesey's novel vious two terms. The study proceeds in films, One Flew Over the Cuckoo's Nest,as well as dramas, and books closely tied into practical through related films. Changing male-female experience; it culminates in small-group simu- relationships and their implication:. .sent lations of various governmental experiences. THE PLAY'S THE THING: talents of others at Evergreen and in THEN AND NOW the larger community to help us withour projects. During eleven weeks of full-timework by Spring Quarter (tentative) the group, each student will learn aboutsome 3 units of the most important works ofdramatic art in Western culture and their philosorhical,political, historical, and social connection The student and faculty members ofthe . But the group will study carefully a number of plays emphasis of the program will beon very active and work from them to a series of dramatic participation by every member of thegroup. activ-lies: play readings, a full-dressproduc- tion or two, performances ofscenes,the making of short films, and the workingup of slide shows and musical backgrcInds.Each person will be closelyinvolve, s actor, director, scenarist, designer,met of technical staff, or member of productionstaff. We shall concentrateupon a number of Greek tragedies and comedies. Suchplays dealt with the perennial problems ofpride, revenge, love, jealousy, courage, cowardice, war, and peace. They were aboutmaws struggle to become heroic and honest(oi, with Aristophanes, to remain sensible in the midst of lunacy). Theywere about law, order, free- rr dom, and responsibility. Theywere about - man's attempt to findhimself, to become human, and to accept the meaningof humanity. In other words, theywere about the problems that we still struggle withto this day. We shall take these ancient plays and im- Whether one helps to write, to direct,to de- merse ourselves in them. We shall read them sign, to make sets or costumes,to work up aloud for each other, talk aboutthem, and choreography and background music, read them some more. We shall also read or to do some several of the many other jobs involvedin great modern adaptations. Thenwe shall move producing performances for the to the difficult but exciting job of writing group and our beyond the group, he will acquire much ofthe own short, free adaptatieus; directing them; feel of hard, direct experience with acting in them; working them into shape. plays. We During the term, each student will beurged to shall have writing sessions in which eachsem- keep a notebook or log of what he is doing inar within the whole group workson its adap- and learning. We shall also tryto keep a vi- tation of one of the dramatic myths.We shall deotape log of our activity. review and discuss film versions of Greekplays to get ideas on what our productions Everything will point andmove toward a can "drama festival" during the concludingweeks mean. Starting with the basic group of faculty of the program. Then all ofus will face the members and students who wantto read the hardest and most rewarding test of plays and work with them,we shall enlist the allex- amination by audiences. 47 POLITICAL ECOLOGY for making project reports, holding debates and symposia, and attending legisla- 3 quarters tive hearings. 3 units each quarter This program deals with the nature, manip- ulation and regulation of man's environment. We first look at man's environment from the perspective of biological and physical sciences, then of anthropology, next of socioeconomics, and finally of political science and law. In ad- ditiontohelping students develop various communicative and investigativeskills,the program aims to develop: 1. a competency to examine, judge, and, in some instances, measure the accumulating mass of evidence pertaining to our environment; 2. an understanding of man's views and impact on the system around him; 3. an understanding of man's ability to alter his ecosystem through physical and legal means. These goals are to be met in the following major ways: Lectures and films. Once each week, the entire group participates in a general lecture, studies a film, or witnesses a combined presentation of lecture and film dealing with the in- ...... ,..i. . formational theme of the week (e.g., popula- ..0-: ... .0- *...... ---- tion dynamics, no-growth economics). The lec- f_.,4 .4.-. 11. tureis supported by self-evaluative written ii, work, by the lecturer of the week meeting with Yl'e; small groups subsequent to the lecture, and by correlated reading (first quarter) in the following: Ehrenfeld's Biological Conservation, Kormondy's Concepts of Ecology, and (from 77719 Scientific American) The Biosphere. Team activities. In addition to discussion of the main lecture topic of the week, each team of twenty students reads and discusses such books as Carson's Silent Spring; Leopold's Sand County Almanac and Bates' Forest and the Sea; Ehrlich's Population Bomb; and the Paddocks' 1975: America's Decision, Who 48 Will Survive. Team sessions also provide or Individual activities. In addition to various analysis, water chemistry). Additionalfield reports and papers, each of which is discussed trips in the vicinity of thecampus are also tutorially with the faculty,a student must scheduled. complete three projects, one eachquarter. One Evaluation. A careful evaluation of each of these deals with the natural environment, student ; performance is prepared by the one with the socio-economic or politico-legal student's team leader. Samples of workto meet milieu; the orientation of the third project is writing requirements, project optional. At least one of the projects reports and sim- must be ilar materials form part of the student'sport- conducted individually and another ina team folio. The evaluation procedure emphasizes of two or more persons. Approximatelyhalf of the student's own responsibility for estimating the third quarter will be devoted exclusivelyto what he has learned. the project. For whom. The program was designed for Field trips. A one-week field trip in thefall lower division students with interests in both (near Goldendale, Washington) providedan scientific and social-scientific aspects ofman's opportunity to establish a sense of community environment. Those who complete thepro- and to introduce different biomes (neartun- gram will be prepared to take up further dra, coniferous forest and cold desert), dif- studies at Evergreen dealing with theenviron- ferent ecosystems (forest, stream, field, pond) ment and public affairs. and different techniques (mapping,quadrant

".4 .1"rar

49 vl PROBLEM SOLVING: ea ort, 0.) GAMES AND PUZZLES

Winter Quarter (tentative) 3 units of credit r. CLi ""3 The purpose of this program is to help the individual student, by mastering games and solving puzzles over a range from the simple to r,1 0.) the complex, to learn some of the mathematical and logical skills demanded by our contemporary world. It assumes that the same thought processes used in solving logical puz- L. zles and in forming reasonable strategies for games can be generalized to the ability to 0.0 think clearly and plan one's actions in a reasonable way. ?...., The program consists of three main phases: 0 lectures, seminars, and projects. C/D Lectures The entire group meets together twice a week for lectures. Subjects covered include the 0.) following: Digital computers and their uses, dimensional tic-tac-toe. Some students pro- elementarysymboliclogic,generalprobl- gram a.computer to play a game, either with a 0 em-solvingmethods,probability,number fixed strategy or by a learning process. Other z.... theory, paradoxes, mathematical induction, projects include constructing some cubes, pen- alr and recursive functions. tominos, or Hexagons and reporting on the patterns that can be constructed with them. Seminars In addition to these projects, each partici- The studentsmeetwiththeirseminar pant is expected to invent a game, write a set leaders three times a week in groups of ten. of rules for it, and present a discussion of pos- These meetings are the heart of the program. sible strategies involved in playing it. Each It is here that puzzles, games, and problems participant will also solve logical problems, are analyzed, discussed, and generalized. Re- fromsimpletocomplex.The emphasis ports are made on progress achieved on indi- throughout is placed on technique, strategy, vidual projects. and generalization. The faculty members of the group bring Projects experience from such fields as mathematics, logic, and computer programming. Students In Although some puzzles and games require the group are expected to devise and use only a brief examination, others require exten- self-teaching materials and to develop an ade- sive study. Students work singly or in pairs to quate facility in computer programming, prob- develop reasonable strategies for such games ability,and othernecessarymathematical 50 aschess,checkers,hex,go,orthree- skills. I

SOUTHEAST ASIA: other in the world. Amore detailed look at TRANSITION AND CONFLICT contemporary Southeast Asiawillprecede consideration of threecountriesVietnam, Winter Quarter Indonesia, and Thailand whichrepresent the 1 unit of credit range of cultures and problems in thearea (Open to part-time students only, 1971-72) today, two of which probablyhave suffered most from their colonial heritages, andone which has no such history. This program deals with suchimportant questions as: What is Southeast Asia? In all oSoutheast Asiaa new type of domi- With its nation is being established: the geographical location and 250 millionpeople, economic colo- what is its future importance?What are the nialism of Japan and the culturalsubversion of hopes of these people? How doesa citizen of the United States. Whatthese relatively new one of these countries view government? Other influences portend for the futurewill be a races? Religion? The rest of the closing consideration of theprogram. world? Can a This is a part-time democracy, "guided" orotherwise,work? program designed for Communism? Social discipline? persons in the surrounding community who Because much of the current political cannot attend Evergreen full time. Butthe thrust problems it poses require in the world is toward nationalism,interna- a good deal of hard tional awareness becomesmore important thought. than ever. Cultures are different, andthose of To encourage serious thinkingon these the so-called "inscrutable Orient"are more problems, a number of shortessays are re- different than most people realize.But this dif- quired as part of the seminars.Some are ference can be appreciated written and some presentedorally. At least and even under- three events, in the form of stoodat least partlyand perhapstherein films, slide shows, lies the possibility of hope forthe futur'.. or lecttires, are scheduled in additionto the weekly evening seminars. No brief programcan look atf..11 of the These involve all the questions, problems, and culture:,of the re- mall seminar groups andare open to the gion, but it is possible toget an introduction public as well. and a bit of insight. The basicwork of this program is the reading of about eight books. These books are discussed in small-groupsem- inars which meet two eveningsa week for about two hours each evening.Both the content and larger implications of thebook are considered. Each member of thegroup is expected to read each book and contributeto the discussion. The reading begins witha general survey of the region: a brief look at the culturaland political fabric of each country withemphasis on the present situation. With thisbackground one can then consider the influence of Western dominance on the Asian region.This long record of colonialism, dating from1498, has probably affected this regionmore than any 51 SPACE, TIME AND FORM Students and faculty together share in ex- Common Problems in Art and Science ploring these and many other problems: What is the basis for classifying some 3 quarters types of human activities as "artistic" and 3 units each quarter others as "scientific"? Have these distinctions always existed Space, Time and Form and if not how did they develop? Basic elements in a world of continuous Isit possible that an understanding of growth, development, and change. (:ommon factors will permit a new unity Phenomena to be examined, savored, of art and science? manipulated. What are our everyday experiences with Keys to the understanding of a wide space, time and form and how are these range of natural phenomena and human influenced by cultural, physiological and experiences. other factors? In this program we focus on fundamental Are our common sense notions trust- space-time-form concepts in art, science, and worthy? adequate? can they be manipu- the whole range of human needs. lated? What about visual and sensory il- lusions? What methods do we have for depicting and representing movement through art, science, mathematics, technology? What is the nature of time? Does it have a direction? How do we experience and represent it? How are spatial and temporal distortions used in contemporary arts and sciences? i Whatis"personal space"?Biological time? How do these affect us? How can we use our knowledge in the comprehensivedesignoftime-space forms which will better serve our needs? We approach these problems from the perspective of the artist, the designer, the phy- sicist, the historian of ideas, the psychologist, the anthropologist, the biologistseeking an integration of these viewpoints through readings, discussion, writing, lectures, demonstrations, and public events. Roughly half of our efforts are devoted to reading, book seminars, and individual writing projects. Our Shop (laboratory/studio) is the center for much of the remainder of our exploration of space-time-form phenomena. The shop problems are carefully coordinated with the readings and other work of the program. 52 There will be, however, a wide range of op- lectures, films, demonstrations,program evaluation. Wednesdays and Fridays,allday: Shop' problems and projects, field trips, individual student/faculty conferences. For Whom? This program was designed for thosestu- dents who seek a good introduction into the arts and the sciences. The faculty members of this group are persons of broad artistic, scientific, and philosophical interests. After the conclusion of the programsome students may wish to continue in the serious study ofart or the biological and physical sciences,or the history of ideas. Others may wish to enter advanced programs similar to currentprograms in Environmental Design or Communications and Intelligence, or continue studyat a more specialized level through Contracted Studies.

4 " -11() fl tions available for individual treatment of each . stje of these problems. f. The program is rounded out by a richva- riety of other activities including films, lectures, a number of field trips and a series of 0 exhibits on "Art and Science," including much of our own work. Typical Weekly Program: Monday afternoons, Tuesday mornings, and Thursday mornings or afternoons: smallgroup discussions, book seminars, presentation of individualprojects,periodicevaluation of seminars. Tuesday afternoons: Program Assembly for 53 -12 COMMUNICATIONS AND Planning and execution of specific projects, 4.) INTELLIGENCE including field experience in professional oper- The Nature and Use of ations, collaboration with Evergreen staff,and Media Technology other students in generating film and videotape materials, or conducting workshops to serve 4 quarters students from other programs. 3 units per quarter This year's program might better be titled "Image and Sound: Creation and Thought," 4.) since the emphasis has shifted to the manipula- Z tion and control of images and sounds as they p.) shape our concept of the world. Students are 4/3 equipping themselves to move directly into ticareers, into postgraduate study, or into other disciplines. They are gaining an understanding of the communication process, acquiring skills and techniques toward creative excellence, and enlarging their capacity to make significant. '1;2 contributions to society. At Evergreen, the study of image and sound C and related production techniques is neither co) "audiovisua: ciucation" nor "communication z theory."Here webalancethepractical O "hands-on" techniques of the professional with the investigation of theories and their practical application. The program provides a wide va- .0 riety of experiences and opportunities which 1"'I enable the student to make an informed choice of career upon entrance to the professional world. The program is divided into four major areas:(I) The study of image and sound theory and its relation to practical achievement; the relationship between screen arta and other audio-visual and performing arts; the history and criticism of the screen arts. (2) The study of mass communication and audience analysis from artistic creation to advertising and marketing; the development of organizational and writing skills. (3) The study of general elements of communication techniques, such as motion picture and still photography, An integral part of each student's program sound recording, editing, screenwriting, ani- is an internship with area producerS, broad- mation, graphics, and vi' lotape; the under- casters, businesses, or College-based projects. 54 standing of their potentials and limitations. (4) This experience provides significant contact with. real problems of the deSign, production, cameras, enlargers, super 8 and 16mm motion and use of materials for specific audiences. It picture cameras, an animation stand,syn- assumes professional and realistic evaluations chronous recording and mixing equipment, of the student's work. eight-track mixing console, color television The schedule of activities is organizedso studio, portable VTRs, multi-mediaprogram- that members of the groupcan attend semi- mer, sound and film editing equipment, and nars, lectures, performances, and significant sound and film library. public events throughout the Pacific Northwest The faculty members of the Communica- as opportunities arise. Seminars within the tions and Intelligence Program bringa back- group investigate common readings, still pho- ground of broad experience in practical and tographs, motion pictures, video and audio theoretical applications of film and television tapes from outside producers, or projects sub- to education and commercialprograms. Par- mitted by members. ticular areas of specialization include sound Each week members read at leastone book recording and mixing, still photography,pho- in addition to relevant professional journals, tomacrography, motion picture production, view at least three films and televisionpro- animation, writing, history, and criticism.The grams, and listen to significant recordings. faculty is reinforced by visiting memberswho Students write many proposals of projects, are active professionals: A Seattle television scripts, reports, and criticisms. They spendat newscaster, the editor of an inner citynewspa- least nine hour each week in supervised labo- per, the manager of a photographic labora- ratory-studioworkinwhichprofessional tory,andmanyotherprofessionalsare standards are stressed. working with students. Theprogram thus Facilities currently in use by students in this provides a strong combination of theory and program include 35mm SLRs, 4 x 5 view practice, understanding and action.

55 ENVIRONMENTAL DESIGN vironments. This comprehensive approach will include many human and nonhuman, physical 3 quarters and nonphysical influences, limitations, and 3 units each quarter forces involved in design problems. Inherent in this approach is the process of planning ecol- Increasingpopulationgrowth,unending ogically. We are dealing with a complex sys- urbanization, diminishing supplies of natural tem,i.e.,a multiplicity of sometimes con- resources andrisingdissatisfaction among flicting variables. Nevertheless, we must recog- affluent societies with their approach to life nize and account for as many of these factors all these have forced man to stop and 'reflect as possible and work toward a balance, a on the consequences of his acticns. stable equilibrium, through the design process. As our name suggests, all of us will partici- A design problem arises whenever man de- pate indesigning environmentally;thatis, sires or finds it necessary to alter his natural or developing an attitude and approach toward man-made surroundings. Described inthis solving design problems in and of various en- way, designing environmentally becomes diffi-

*le 4

A.,: oev, A4°. .31

56 cultto distinguish from the dailydecis- rent governmental assistanceprograms ion-making of living. However,we hope to harmful or helpful? Are the methods by make explicit the objectives and goals involved which people satisfytheirneeds for in each of our design problems andto research shelter more important than the physical the implications of alternative designstrate- buildings themselves? gies. 3. How can the study of utopia(nowhere) The Environmental Design Program has, help us deal with today (somewhere)? therefore, dual purposesto cultivatea large 4. Can the physical environmentsupport measure of personal as well as academic the learning process? In whatways do growth of the group members. In the'program the physical components of The Ever- activities, these objectives necessarilycomple- green State College environment facili- ment one another rather than (as is all too tate or hinder the new academicpro- common in traditional higher education)con- grams at The Evergreen State College? flicting with each other. Environmental De- 5. What lessons in environmentaldesign signers learn by doing. They acquiresuppor- can we learn from natural structures and tive skillsinformation, techniques and meth- natural systems? odologiesto clarify the designprocesses and 6. What are the implications ofpopulation help themselves to evaluate eachstep. Each policies? What are the implicit philo- participant will take onmore and more re- sophical bases for the control, rationing, sponsibility for the planning and organization or constraining of resources? of his learning experience through theyear. The projects run parallel to thesmall-group The confidence of each Environmental De- seminars and are supported bythem. The signer should grow as he accumulates experi- ideas discussed and the skillsdeveloped in ence, knowledge, and evaluations of the deci- these seminars find application. in theproject sions he has made, the actions he has taken. work. The concept ofa seminar, a core group The interests of staff and students determine oftentotwelvepeople,willbeused the precise format and content of the Environ- throughout (tie year. We shallencourage flexi- mental Design Program. Butwe can suggest bility through rotating membershipin specific the range of the program by listing such topics groups. as urban planning, architecture, economic The third componnt, the full-group activi- growth, designs of utopia, views of nature, and ties involving all members, will future cities. include such events as lectures, films, presentations ofmeth- The Environmental Design Program func- odologies and of evaluation techniques, tionally is divided into three components; indi- ses- sions to plan projects, sessions to reviewpro- vidual or small-group projects, .small-group jects, skills-workshops, and field trips. seminars, and, fuii-group activities. The individual and small-group projects form thespine of the Environmental Design Programstruc- ture. They deal with such challengingques- tions as: 1. What isthe environmental impact of The Evergreen State Collegeon Thur- ston County? What isthe impact of Thurston County on The Evergreen State College? 2. What is low income housing? Are cur- 57 HUMAN BEHAVIOR: human behavior and society. The program SELF AND SOCIETY attempts to serve these students at their advanced levels of experience and concern. 3 quarters The schedule for the year falls into three 3 units er,th quarter broad sections. The first, a five-month-long "academic" program, introduces material from This program attempts to integrate, fully biology, psychology and anthropology.It and naturally, the whole study of manbiol- raises central issues and provides a compre- ogical, sociological, anthropological, psychol- hensive framework for intensive individual ogicalwith the serious study of philosophy, research and group discussions. This period religion, literature, the creative arts, and intel- will conclude with a series of seminars on the lectual development generally. It also empha- life cycle, in order to integrate all the study sizes practical experience, through internships, thus far. Concurrently other seminar group- workshops and research projects of various ings will study the life and work of some one kinds. personperhaps Tolstoy, or Margaret Sanger, The Human Behavior Program did not or Malcolm X, or whomever students and staff appear in the first Evergreen catalog but was find worthy of concentration. developed to meet the needs of many of the The second, two-month-long period (March students who transferred to Evergreen from and April) is reserved for full-time internships or special projects. In the third period (May into June), students will return to campus to share the experiences gained on their internships and projects, to define new questions about human behavior, and to look at some ideas about future directions for society. This last period will be planned largely by the students. The seminars within the program sometimes concentrate upon some shared reading. But just as often each student will be responsible for choosing and researching a topic important to the group discussion and presenting his findings to the group. Thus the seminars rely heavily on the resources and individual contributions of the students. For example, the period devoted to psychology will consist of:one week devoted to a broad introduction to the range of personality theories; one week of un- interrupted study during which each student studies a theorist he has chosen (Freud, Laing, Skinner, Rogers, or another); two weeks of other colleges. These students often had rather seminars on such topics as early childhood, extensive experienceincollege-level work. family relations, and work, in which each stu- Many of them also shared interests in teach- dent represents the theorist he has studied. ing, social work, counselling, penologypro- Every fifth week the seminars stop, and the 58 fessions which require an understanding of program offers a set of week-long intensive '!:;,,, 4- '4'.4! tre'74.7:4%4,,,ets,... *Lc:;;J1;:i 2:;;;;:p.-- N'I '*-et":".4 vd4 -'7^.1 jr:.!,",", ,"'. ...":=, "'"v

;, ",-..,.. ',.1;/ * 44.' .4"4-43.1 '-o ,.tart4::tr.e.,.';:14 v: -

-il 'Vt.` , ,-a" t:V. 4- %a-12, "f

`4 NI': 4 ,I);.;;Z P!*

workshops on special topics. Each student 'design workshops. Others 'sharing such inter- works in only one of these workshops. Some ests as social work, teaching, parole work, or workshops have been planned on animal be- creative writing can make up special seminars havior, role-playing and psychodrama, myth to pursue their interests. and religious experience, poverty and afflu- An extensive film program is scheduled, the ence, and art and music as social expressions. films carefully chosen to relate to the topics Students can also suggest and develop their currentlyunderdiscussion.Ourbooklist own workshops, and students working in other cannot adequately represent the work of a Evergreen programs will be invited to joinus program like this, in which so much depends in these activities. on the special research of the individual stu- The program also asks each studentto dents. But perhaps a partial list of topics will pursue a project of independent study on some help you to understand our concerns: Animal topic of particular concern to him. A wide Behavior, Evolution, Instinct, Aggression and range of projects will satisfy this requirement. Warfare, Childhood, Social Roles, Sex Differ- Students approach them by signing contracts ences; Cultural Conflict, Mental Retardation, with the seminar leaders within theprogram. Ethics, Poetry, and Processes of Education. Some students, for example, may choose to 59 MAN AND ART through the year. Concurrently, the first assignment is a personal definition of culture. 3 quarters Other readings this quarter include: More's 3 units per quarter Utopia, Marlowe's Dr. Faustus, Shakespeare's Tempest, and selections from Walter Pater's During the first quarter, the program fo- The Renaissance and Arnold Hauser's Social cuses upon the roots of modern culture. The History of Art. core of our study is an examination of the Seminars explore the philosophical back- European Renaissanceits arts, its philosoph- ground of Renaissance culture and its implica- ical assumptions, and their consequences for tions for the present-day world: the rise of society. harmonic, multi-tonal music; the effects of the As an introduction to the complexities in- Reformation and the rise of individualism; col- volved in a study of modern Western culture, lectivism and individualism in the arts; and the the program begins with a reading of Marshall development of the one-point perspectival McLuhan's Understanding Media. The themes system and its ramifications in the art and set forthinthis book are to be pursued thought. We augment our seminar discussions 'SY 'ILI

!a by field trips to museums and concerts. In ad- re-direct our present culture? Isa Global Ren- dition, the program provides ampleoppor- tunity for individual studies in aissance which lays the seeds fora truly languages, world-wide culture possible? Whatare the music and the arts. These include explorations bases of a new culture? invarious mediapainting, pottery,crafts and design. The first quarter culminates in Readings include selections from Jung's our Mast and His Symbols, Herman Hesse'sMag- producing for the community a presentation of ister Ludi, Aldous Huxley's Island late Medieval and Renaissance music with and Doors of Perception, John Cage's Silences,Roszak's set-designs and multi-media projections. Making of a Counter-Culture, and The second quarter begins with a week-long Lao-Tzu's Tao-Teh-Ching. Seminars explore theinter- retreat in a nearby camp, providing time for mingling of East and West; implications discussion and exploration of the development of of first-quarter themes. The emphasis this global technologization; jazz, harmony,disso- quarter is on the global expansion and culmi- nance and rock, rational culture and the im- mensities of consciousness; "modernart: disin- nation of Renaissance culture in the industrial tegration or reorientation?"; and "art, utopia and technological revolutions which began in and integration." Field trips, concerts, movies the late eighteenth and continued into the and individual twentieth centuries. How do individualism and explorationsincrafttech- niques, music and visual media culminatein rationalism as basic cultural assumptionsre- the finale of the year, a New Renaissance late to the rise of the Machine with its Fair conse- of Art and Harmony. A publication ofpoetry, quences for the artist and his vision? As a par- essays and various literary efforts"The New allel theme, we examine the encounter ofes- Renaissance sentially individualistic European culture with Oracle"bringstogetherfor publication the ideas and explorations ofthe the collective and traditional non-European program as a whole. cultures during the period of the great Imperi- Throughout the year we emphasizea bal- alistic expansion. anced interplay between-study In addition to selections from McLuhan and discussion, individual self-expressive explorationsin arts and Hauser, we read from the poetry of Wil- and crafts, and group efforts. The aim liam Blake and Walt Whitman, Gauguin's Noa of the program is to make the individualaware of his Noa, the philosophical works of Kierkegaard own nature and cultural makeup in order that and Nietzsche, and Lewis Mumford's Art and he may more integrally view and Technology. Seminar topics include the music express himself for the greater harmonization ofthe world and poetry of ROmanticism; tradition, histori- around him. cism and innovation in the arts; photography and abstraction; the development of theopera; and the rise of the artistas anti-hero. These discussions are supplemented by guided explorations in various media, crafts and music, field trips and concerts, and individual studies and internships. We conclude thisquarter, by preparing a festival in the tradition of the Rites of Spring for the benefit of the community. In bringing ourselves up to the present,we bring ourselves to wherewe began. Thus, the third quarter deals with a series of questions: What is culture? Are we in a position to 61 THE EVERGREEN ENVIRONMENT gren'sfirst year of operation, the campus (Group Contracted Study in Biology) serves as a naturaloutdoor laboratory and is the focus of the first year's work and study. Fall and Spring Quarters The program provides a continuing experience 3 units per quarter of work and study in ecology and marine biology for students with background, experience or interest in the general area of field bi- The Evergreen campus consists of almost ology. Knowledge and experience is gained by 1,000 acres of forest land (including the pre- reading and discussing books dealing with bi- sent building sites) and 3,300 feet of shoreline ology and ecology, through the acquisition of along Eld Inlet. It is very important that infor- skills and techniques and by workingon field mation about the physical environment and research problems. natural history of the campus be collected and In small group meetings during the fall made the start of a continuing research pro- quarter, students and faculty read and dis- gram. Since equipment and facilities for the cussed the following books: The Forest and natural sciences are very limited during Ever- the Sea, Sand County Almanac, Readings in

;?, 4 .4. Lar1' t

62 of interest, or to continue with their fieldre- search projects. The field research projects are conducted by individuals or small groups of studentswho select some aspect of the campus environment for intensive study. The following is a list of the projects started during the fall quarter: Hydrologicalstudies of campus wat- ersheds Plant communities oftheEvergreen campus Survey of marine plant life Survey of marine invertebrates of the in- tertidal zone Survey of birds and waterfowl of the campus area Development of nature trails and environmental interpretative programs Hydrographic studies of Eld Inlet Collection of campus meteorological data In addition to these activities thereare field trips planned to various places of biological and ecological interest in the Pacific North- west. In the fall quarter the group visited the San Juan Islands and Long Beach Peninsula, and briefly surveyed the major Puget Sound drainage basins. Ecology, The Darwin Reader, The Meaning of Work in this program will enable thestu- Evolution,ImmenseJourney,Population dent to explore a wide range of subjectmatter Bomb, and Environment, Resources, Pollution through study and practical work. This could and Society. lead to a .broadening of his interestsor to a There were also weekly workshops during further definition of career goals. the fall quarter to provide instruction invarious skills and techniques. These included microscopy,elementary surveying, taxonomy, collection and preservation of biological speci- mens, aerial photographs and maps, and computer use and programming. Activities in these workshops included lectures, demonstrations and practical e;tercises and applications. A similar program is planned for the spring quarter. During the winter quarter studentsare able to work in internshipprograms, to do intensive reading and study insome specific area 63 INDIVIDUAL LEARNING CONTRACTS centrating upon group activitiesCoordinated Studies programs and group learningcon- The academic planners of Evergreen had tracts. Nevertheless, some of our first students assumed that there would be very few indi- demonstrated the interest and capability neces- vidual learning contracts in the opening year sary to negotiate contracts with a few faculty of the College. The preparation of contracts and staff sponsors available to work with for valuable study depends to a large extent them. As a result, in our first quarter,more upon acquaintanceof students with the con- than 'sixty full-time and part-time students cerns and talents of various faculty and other were involved in individual learning contracts. staff members, and of the prospective sponsors The sampling of titles which follows will with the students' needs and capabilities. Ob- give you an idea of what has been possible, viously, there could be little acquaintance in even under restricting circumstances. These the first days of the College. are not titles of courses to be repeated, and It also seemed fitting that students, faculty, you should not assume that specific contracts and staff should begin academic work by con- in these areas will be automatically available for students in future years. For all individual learning contrcts must be negotiated between students and the sponsors who happen to be available at any given time. They dependupon the matching of specific interests at each step. Many of our first contracts also dependupon the interest and current availability of skilled subcontractors off campus who provide the 4,2tkult,\innkt- necessary day-to-day assistance for thestu- "Ink dents. Nevertheless, these titles will suggest to you what can happen by showing you what is

tJ happening. A Sampling of Contracts, First Quarter, 1971-72: Full-Time Students "Psychology of the Mass Media". "Student Services Internship"; "Meso- American Language and Culture". "Development of English Fiction"; "Teaching Internship in Art, Music, Reading"; "Banking Intern- ship"; "Expressions of Death and Burial in the U.S."; "Historiography of the Seven- teenth-Century English Revolution." Part-Time Students-- "By, For, and About Women"; "Survey of Statistics";"FamilyTherapy";"Under- standing Federal Legislation"; "Alternative Education"; "Tutorial on Urban Planning"; "Photographic Essay: Japan"; "Ear- 64 Training Laboratory Internship." IV. Prospects, 1972 PROSPECTS, 1972 you will discover if you choose to jcin us. We wish to give you a meteorological reporton Besides repeating the large majority of their the Evergreen climate for learning. departmental courses annually, most colleges Therefore, you will not find here the specific are in the habit of using their formal public new programs to be offered, in 1972-73 and bulletins to announce the courses which will the years beyond. Instead, you will find gen- continue and the new courses which will be eral essays which set forth our attitudes, hopes added to their offerings in the coming aca- and long-term plans. They amount to a com- demic year.Usually the deadline for the prehensive invitation to belong to this kind of sending of new bulletin materials to the printer college. Those who wish to join us, as well as determinesearlierdeadlines by whichall those who will be continuing their work here, changes in offerings must be fixed. Such a pro- will receive announcements of specificpro- cedure often entails the late appearance of bul- grams for 1972-73 as the proposals for them letins and a certain inflexibility in responding are approvedby the early spring of 1972 to the developing needs and concerns of stu- and on into the new academic year, as the fac- dents and teachers. ulty, staff, and students seek to respond to new At Evergreen we wish to avoid such inflexi- perceptions of problems and to new opportun- bility and to use our public bulletins to de- ities for learning. scribe the vital processes of the College which

66 PROGRAMS FOR THE FUTURE how faculty members who wishto organize How Coordinated Studies groups are formed: programs should call upon students for expressions of interest and help in formulatingpro- From the brief descriptions ofprograms posals, each proposal must carry clear demon- now in progress, you will have gathered how strations of student interest andmust describe various Coordinated Studiesgroups can func- exactly how students have helped in the plan- tion. You should also recognize thatmany of ning., Even prospective students whohave not the concerns now being studied will continue yet joined the Evergreen community can make to be subjects of investigation. Though the their interests known by theirresponses during specific program titled"Political Ecology" the admissions process. The academic admin- may not be repeated in a future year, Ever- istrators will then approve those proposals green students and faculty will continue to be which beSst satisfy the general goals of theCol- interested in the environment -and in political lege and allocate faculty support and fundsto processes. The same holds true for the other them according to the resources available. problems approached in the programs for Each completed proposal fora Coordinated 1971-72, including those of American minori- Studies program will include: a descriptionof ties, of human development and behavior, of the study to be undertaken; a rationale of its all methods of communication, andmost cer- goals; a statement of its duration, along witha tainly of human intelligence. tentative operational calendar anda sampling In addition, faculty members and students of appropriate assignments;a description of have already started sharing thoughtson a the students it will serve, in number, the levels number of other topics, including the study of of competence assumed, and the type ofcon- the impact of technology on culture; the study stituencyenvisioned;descriptionsofthe of war and peace as cultural expressions; the number and kinds of faculty members needed, historical, cultural, and philosophical study of and of how faculty, staff, and resourcepersons law; the study of forms combining different from off campus will serve theprogram; and arts, such as music and literature; andarea an estimate of the financial support required. studies--in Japanese culture, Latin American including both the average costto the College cultures, and the cultures of Southeast Asia. -for each student enrolled and theaverage cost There are many stimulating ideas, problems, to each student who may choose to join the and needs around which Coordinated-Studies program. During the time in which prelimi- programs can be and will be organized. Rather nary proposals are being drawn up andcom- than listing such interests before they have plete proposals submitted, the academic ad- reached the stage of definite proposals, how- ministrators will continually seek advice and ever,it would seem useful to describe how information from students, faculty, and staff Coordinated Studies groups are formed. toward the most effective planning of the total Plans for Coordinated Studies programsare range of offerings and the selection of the most formulated by faculty members and submitted promising proposals for specificprograms. to the academic administrators for considera- After a rroposal has been approved and the tion. The next series of proposals for year-long faculty team selected, each team will deter- programs will be formulated and submitted mine its own materials and the needs it shares during the winter quarter of 1971-72.Pro- with its students. Each team designs itsown grams of shorter duration may be proposed program, makes up its own schedule, conducts later, so that we can combine flexibility in of- its own experiments in curriculum designand feringswithsufficientcareinplanning. teaching, arrives at its own agreements for Though there is no hard and fast rule.about governance, and evaluates its own effective- 67 ness. The team asks for a mandate and gets it. It is up to the team to use itsresources, its en- other demands upon their time, suchas run- ergy, and its mandate to do something memo- ning workshops, developing self-paced rable and something significant. learning materials, or servingas subcontractors for other projects). There will bea tend- Possibilities for contracts: ency, already observed in our firstyear, for individualprojectsbeguninCoordinated Good contracts dependupon a matching of Studies groups to gathermomentum and turn interests between students andsponsors and into separate learning contracts. the availability of the resources needed. Both The faculty team in each Coordinated Studiesprogram has the coming together of the people andthe ful- the right to determine when it is filling of needs will continue to be somewhat appropriate for students to move into suchcontracts and to restricted in the early years of the College.Not allow team members to take only do contracts often depend on such related upon acquaint- contracts in addition to their service inthe anceonly now being formedamong our first program. In addition, administrative officers students, faculty, and staff members; allof us and other staff members willbe able to will also have to gain experiencewith this pat- sponsor a few contracts at a time. tern gradually so that we can achieve the flexi- If you join Evergreenor continue your bility we seek and still keepour Contracted work here in 1972-73 and the future, Studies sensible and strong. Even you will more impor- find increasing opportunities forcontracts as tant, in the early years, the resources of Ever- more and more faculty members work in Con- green will be limited. Our physical facilities tracted Studies. As 'both studentsand faculty and the variety of experience representedby those persons available tosponsor contracts will not yet- be extensive enoughto enable Evergreen to supportas many kinds of specialized study as our students might wishto undertake. You may expect, therefore, that inthe early years -there may be a preponderance of small-group contractsover individual contracts and of faculty initiative rather thanstu- A dent initiative to get things started. Advanced students who can use the specializedhelp available will be given priority inarranging contracts. We can, however, tellyou now about some of our preparations formore extensive activity in Contracted Studies. We shall Fewass=22sza\ never pretend that we have something forev- eryone; but as we grow and learn, so theop- portunities for Contracted Studies willgrow. We assume that all faculty membersnot members move back and forth betweenCoor- fully involved in Coordinated Studiespro- dinated Studies and ContractedStudies, we grams during a given period of time will be hope to reach a position in whichat least available to sponsor Contracted Studies(up to one-third of the faculty will beavailable to a limit of 15-18 students each, accordingto 68 sponsor contracts in any given quarter. To the specific demands of the contracts andthe that end, we have begun toassess the kinds of academic competence, experience, and interest thropology, women's studies, history, philoso- represented in our current faculty. phy, political science, and American studies. Evergreen has attracted and will continue to Though we shall not work on a merelyme- attract teachers and other staff members who chanical principle of "covering the ground," have a variety of concerns and skills. Inour the faculty and academic administrators of 1970-71 planning faculty of 18 persons, for Evergreen also intend to recruit new faculty example, we found teaching experiencein members for 1972-73 to add strength in such some 38 different fields. The new faculty fields as the ch.,mical, physical, and earth sci- members and staff members joining us this ences; foreign-language study; the performing year have added to our total resources along arts; economics; public affairs; and a variety the same lines of versatility and strength. To of area studies. aid in comprehending this range of talents,we As you think about the sorts of problems have tried to develop an inventory of the aca- you might wish to study through learning con- demic, interests represented in our current fac- tracts, you should also consider the richva- ulty and staff. riety of skilled assistance which youcan re- The inventory lists a number of fields which ceive from off-campus subcontractors. The have been or can be related to undergraduate agencies, industries, businesses, schools, education toward the B.A. degree. It asks each public-service institutions, and workshops of faculty and staff member to respond by the larger community containmany people marking those fields in which he hasany in- who can help you, especially in thoseareas of terest or experience, in the following way: vocational practice which need not be dupli- 1. This is my main professional field. cated on campus but which nonetheless hold 2. Not my main field, but I have taught in large opportunities for learning. The Office of it. Cooperative Education is hard at work identi- 3. No teaching experience, but I think -I fying these people and preparing thearrange- could work independently in it, taking ments thr.yugh which the students and spon- students through contracts or bringing it sors engaged in future contracts can make use to bear on a Coordinated Studies pro- of their services. gram. Faculty and staff members will be available 4.I couldn't work inde endently with be- to sponsor work in Contracted Studies only ginners, but give me a reasonably adv- over time and by turns. But from these observ- anced student and I can guide him. atiom and from your reading of the descrip- 5. I'm interested as a beginner; if another tions of 1971-72 programs, you should havea beginner wants company, I'd be willing sense of the kinds of experienced and energetic to learn with him. people who will be eager to match interests Preliminary results from this inventory indi- with you. cate that Evergreen already can offer a good deal of energetic assistance in a number of special interests. Among these are the biological-ecological sciences, the history of science, computer science, mathematics, media techniques and criticisms, the visual arts, all sorts of literary study, academic and business problems of administrative practices, the history and practice of education, counseling and group therapy, sociological techniques, an- 69 COOPERATIVE. tion, public relations, public administration, C.) EDUCATION /INTERNSHIPS personnel management, education, anda host of others. Career-Learning internshipsmay be During your career at Evergreen,you will arranged ina variety of ways, including C.) have opportunities to combine your study with full-time work -with no separately identifiable practical on-the-job experience. Theseoppor- academic components, full-time work witha tunities are important for two reasons: First, small academic component, part-time work 144 practical experience can often enhance the meaning and value of readings, discussion, Mar and other kinds of academic work. Second, one of the major purposes of college training is to improve your learning capacity and to prepare you to enter a career after graduation. The Office of Cooperative Education has :4,been organized to assist you and your faculty O sponsors and seminar leaders in locating and O arranging practical work experiences to match L) your programs of study and your career interests. Opportunities for credit-bearing work may be arranged with business offices and industrial plants; with school systems; with local, state and county governmental agencies; with social service agencies and organizations, and with other employers in the community. A few may be available on campusforexam- ple, in the media services area of the libraryor in one or another of the many administrative or business officeseven in the Office of Co- operative Education itself. By taking part in these practical, job-oriented activitiesyou will be better able to determine the kind ofcareer you wish ultimately to enter, to understand yourself and your interests more fully andto increase your familiarity with the kinds of work in which your energies and talentscan best be invested. Credit bearing work experiences willgener- ally be of two kinds: Career-Learning Experiences: Theseare with a part-time academiccomponent, and internships in which the primary emphasis is part-time work with no separate academic on training or field experience directed explic- components. The best combination to fityour itly, often visitly, toward realization ofyour needs, as well as the amount of creditto be career goals. These will most often be ar- earned, should be worked out betweenyou ranged as Contracted Studies, and will include and your faculty sponsor. Whenever possible, internship arrangements in such diverse fields you will be compensated for your work in 70 as banking and finance, business administra- career-learning activities. Whetheror not a contract for a career-learning experience con- service units and government departments, tains such identifiable academic components internships should not only increase your em- as a reading list and tutorial meetings, you will ployability and your understanding of the be expected to analyze and to reflect contin- work setting. They should also lead to your ually about what you are learning on the job. becoming acquainted with the kinds of people Service-Learning Experiences: These are and the kinds of tasks that will be important to internships .in which the primary emphasis is you when the time comes for you to enter a on field experience relating to your current career. Other kinds of work-and-study oppor- study program but not directed toward any tunities may also involve learning practical specific career goal. These will usually be ar- techniques from professionalsinartsand ranged as a part of your activity in a Coordi- crafts. These will lead students to independent nated Studies group but can also be carried artists, theater groups, galleries and museums, out under contract and will be designed to and commercial studios. The goal is to help enhance and expand on your experiences on you develop productive.relationships with men the campus. They are called "service-learning" and women who successfully represent the experiences because more often than not you world of work. will be offering your time, talents and skills to Participation in a contract for .any of these a social or community-service organization in activities will mean a continual relating of exchange for the educational experience and practice and reflection, not a mere alternation insight which can be gained from involvement of work at one time and study at another. At in the activities of the agency. Opportunities Evergreen, such arrangements assume that you for Service-Learning will include field place- will be both performing tasks and thinking ment in such agencies and organizations as about them, bringing the full strength of your Head Start, Home Start, mental health pro- intelligence and knowledge to bear upon the grams,hospitals, Community Actionpro- job you are performing. grams, youth centers, and a host of others. Whetheryouareinvolved inCare- Most of these activities will involve little or no er-Learning or Service-Learning, an Evergreen pay, but should be highly rewarding, both in sponsor will work closely with you in carefully social fulfillment and educational enrichment. selecting anappropriate work experience, These experiences may be arranged in a va- helping you on related projects, and exploring riety of ways, but if you are in a Coordinated the implications of the work experience. You Studies group you should bear in mind that will come to understand much more of the your internship must relate to your study pro- complexity of the world outside the College gramandthatoff-campuscommitments environment. And future employers will find should not be allowed to conflict with the ac- both your professional skills and your in- tivities of the group. As in Career-Learning, creased awareness of human relations to be your group coordinator or another faculty very desirable as you move from your formal niember will work with you to arrange and education into your chosen career. evaluate your internship experience. If you are interested in pursuing the possi- Cooperative work-and-study internships will bilitiesforon-the-job experienceinyour enable you to accomplish a number of other chosen field, you should contact your faculty objectives as well. Where certification is neces- sponsor or the Office of Cooperative Educa- sary, as in education or physical therapy, in- tion well in advance of the date you plan to ternships should help to satisfy the require- begin your internship. This will allow time for ments. In commercial and industrial establish- planning and for locating; the right kind of ments, scientific agencies and hospitals, social placement to fit your individual needs. 71 SELF-PACED LEARNING teacher dictated the sentences, in his precious manuscript to the note-taking students, be- Learning at Evergreen can take place in came largely obsolete as a device for con- many forms. Seminars, workshops devoted to veying factual information alone. Somesort of skills, and laboratory investigations are a few classroom drills and quizzes on routine mat- examples. But we also consider individualized ters, however, were still necessary. For books instructional systems to be an integral part of do not themselves contain feedback mecha- our resources for learning. We can improve nisms. They don't tell you whether you really the effectiveness of the whole process if a stu- understand them. A student must stillbe dent or teacher identifies those elements of called upon to write about themor discuss information which can be learned by a person them. working individually at his ownpace. The At Evergreen, there will be much writing purpose of a self-paced, individualized instruc- and discussion. But we also usenew tech- tional system is to organize one's time and niques, such as computer instruction, talent into a kind of self-discipline inmas- sound-on-sound tapes, and other learningpro- tering difficult concepts. The severalcompo- grams which enable a student to know how he nents that comprise the system are interlock- is succeeding step-by-step and to store his ing, in that any changes in objectives,pro- immediate responses for future checking. grams, teachers, or students will have an im- A self-paced learning program thus takesa mediate and direct influence upon the others. certain kind of information ora procedure out Several styles of self-paced instructional units of the standard classroom format and makes it will be available to students at Evergreen. We wish to enable each student to tailor much of his study to his own interests and needs. We assume that a student can approach various subjects by various routesbooks, discussions,firsthand experiences;but also slides, films, video tapes, audio tapes, and computer programs. We begin by having an inventory of learning materials and devices easily available. And we encourage students not only to use such resources of the College but also to help us develop theseresources, so that the results produced by a Coordinated Studies program or individual learningcontract may become the basic materials for new .sus...... ,, 3 self-paced learning units. ,...-...... ,... We arealso concerned with matching learning techniques to the kinds of information "": and procedures thatthe student needs to master at one time or another. And such concerns imply making the best possible use of all devices. Once the printed book (the first widespread self-paced instructional device) had been de- 72 veloped, the medieval lecture, in which the available to the studentin a learningresources center. The student through the microscopeare primarily based masters material on his upon optical phenomena, own time and at his own rate,exactly when he and are limitedor finds it essential extended by the opticalsystem of the micro- to his understanding ofsome scope. Now start the motion key concept. Ina "mastery learning"program picture projector for example,on how to write a time-sharing located by the microscope.You can follow the language for a computerlearning animated diagram whichdetails the light path outcomes and lens system in are first specified and then thematerials are a microscope.... Now presented as sequentialtasks. The student stop the projector and bringthe microscope masters each step as he with the arm towardyou and swing the 4x lens moves along. into place. Rotate the Self-paced learningresources will at times coarse adjustment knob be included within thetotal work of a Coordi- one-half turn. How fardid the objective nated Studiesprogram of move?.. " At this point thestudent might as assignments opn a notebook and make sketches within a learningcontract. In some cases;a and notes student will devotea whole learning contract, comparing the projectedslide and hisown with guidance andevaluation from observations. a faculty The student then would or other staff sponsor, to themastery of a se- turn his attention ries of self-paced learning back to the microscopeand additional film units. At other animations. Focusing times, he may signa contract to producenew techniques and problems self-paced learning would be explained.Working with the film programs. At alltime and tapes, he would these resources will beavailable to support the develop expertise in fo- total educationalprogram of the College. cusing and lightingat higher and highermag- Students and teachers nifications. During frequentbreaks in therou- will thus be better tines, he would obtain able to use their timetogether for intensive samples and discuss his discussions. Having progress with other students. investigated those routines For another example, which can be studiedand mastered by indi- let us say thata stu- vidual interplay with dent has just completeda laboratory investiga- a learning medium tion in which he has book, tape, film,computer, or otherprogram titrated samples ofan to develop skill andinsightpeople will not acidic solution whichhe has collected. Aftera have to devote meetings late afternoon conferencewith a faculty to mechanical drilling ber, he is asked to mem- but can workon the learning they haveal- proceed to a computerter- ready developed andplan the next appropriate minal where trialtitrations involvingmore steps. complex solutionscan be simulated. After dialing a phone numberto connect a study sta- Programmed Units forSkills tion into the computer,the student enters into a dialogue with the computer. The first exposure, forexample, to the use of the microscope Student: (typed message) during the laboratoryexpe- I wish to enter into rience in biologymay come in self-paced study a dialogue on the determinationof the equivalent weight of sessions. Visualizea student, having arrivedat an unknown acid. the science building,as seated in a study sta- Computer: (typed response)Very well. You tion. The mastery unit have unknown number21348, what do on microscopy has been you wish to do with it? selected. From a set ofheadphones he hears information in the voice Student: Dissolve it inwater. of a fellow student. Computer: Don't The tape may startas follows: "This tape will you think it would bea begin your introduction good idea to weighout a sample first? to the nature anduse Student: Yes. Weigh of the compoundmicroscope. Observations out about a one-half gram sample. 73 Computer: The sampleweighs0.5324 A Survey Unit grams. Now what? A biology professor takes his study group to Student: Dissolve it in water. the shoreline area of the Evergreen campus. Computer: How much water? (Etc.) Their purpose is to study representative plants and animals in the Puget Sound shoreline. After more dialogue, in which the student Several members of the group are carrying controlling the computer changes many de- tape recorders; others have cameras. As a tails, he eventually simulates the preparation group project, they place signs and labels at of a solution and arrives at the detail of a key points. They make a complete sound and complex, time-consuming titration. The data pictorial record of the trip. Several of the stu- provided by the computer to the student late in dents from this biology group combine with the evening, interrupted by breaks for coffee, their professor and a student from the study is used to plot a curve. The curve will be com- group "Communication and Intelligence" to pared at the next seminar with the one .pre- edit the raw data into a presentation consisting paredinthelaboratoryusingthewat- of a pointed outline and a video-taped show er-polluting sample the student collected. cataloged into the College LIbrary. The teaching-learning interaction has pro- The next time individual students or small ceeded with unusual effectiveness. The student groups go to study the shoreline laboratory has made use of a system, including the incre- theirintroductioncomes fromthestud- dible computing capability and memory of a ent-teacher produced "package" in the library. computer, as an integral part of the learning They check out tape dassettes and use them as experience. guides to expand upon features they will see on the pathway. Both students and teachers Artistic Unit have shared unusual but productive learning Another kind of unit in self-paced instruc- experiences. tion might treat poetry as an auditory experience. Poetic contributions are recorded on audio tape cassettes. A student responds two ways: One, a short written-essay criticizing the poem based on the auditory experience, and two, a discussion which the student records on a separate channel of the tape containing the poem. During further exercises in dictation the student tries to work frdm what he has heard and create his own presentation of how the poem should be set on the page. By comparison of his transcription with the standard text, he develops new insightsinto prosody. Con- versely, he may work from the printed page toward performances of his own, continually checking himself by playing back his tapes. A faculty sponsor reviewing these materials at the completion of the project can thus accur- ately estimate how far the student has prog- 74 ressed, and what further projects are in order. THE SCIENCES AT EVERGREEN of their studies. Similarly,students in Con- tracted Studies may writecontracts that will The Evergreen State Collegeis a place involve them in absorbing research where people know each other, problems where faculty in one or another of the sciences.Through ei- are often learners along with the students,and ther or both of theseways of earning credit, where emphasisisplaced -on collaborative individual students may team efforts rather than narrowly' 'competitive prepare themselves for advanced studies in the variousdisciplines of individualism. The prospectivescientists will science or may develop not study science in isolation, a broad understanding nor will there be of the relationship of scienceto other areas of a separate dishing up of science for otherstu- human knowledge. dents. Though Evergreen will not forcestudents Most Coordinated Studiesprograms at Ev- into required "major" ergreenhavesome programs or depart- aspectsofscientific ment-oriented disciplines, this doesnot mean thinking woven into their fabric.Students in specific programs, that a student cannot specialize insome scien- may move into laboratory tific discipline with a view toward space in order to conduct projects growing professional out capability. On the Evergreen facultyare many

z. 75 persons who are highly trained and recognized can be gained when and if needed by any stu- for their work in various scientific disciplines. dent in any program and at his or her own Their interests extend to a concern for people, pace. for the problems of the campus, and for the The combined opportunities for group stud- problems of society and the world at large. ies, individual research and self-paced learning They are committed to the interdisciplinary make the science programs available at Ever- approach in making science teaching itself rel- green as varied as the individuals pursuing evant and more immediately useful, as well as them. Coordinated Studies programs such as in trying to bring about a meaningful union of "Causality, Freedom and Chance," "Political science with the arts and humanities. In addi- Ecology,""Environmental Design" and tion, certain kinds of interdisciplinary scien- "Space, Time, and Form" have had great ap- tific investigations which cannot normally be peal to students planning careers in science as approached at the undergraduate level in other well as to those whose chief interests lie else- institutions are possible at. Evergreen because where. A group contract in the Evergreen of the responsiveness of its academic programs Environmenthas provided thevehicle to the needs and interests of students, and be- whereby a number of students have aeveloped, cause of its broad base of learning resources. real expertise in environmental studies. Indi- vidual contracts ranging from anthropological and archeological studies in the Valley of Mexico to research in aquaculture have con- tributedtothe scientific understanding of those who have worked in them. Resources and Facilities The Evergreen campus, located in a thousand-acre forest on the shores of Eld Inlet of Puget Sound, provides an excellent location for environment-oriented science programs. The marine biology laboratorylooks out across Eld Inlet to the rugged snow-capped peaks of the Olympic mountains and the magnificent rain forest. To the east, Mt. Rainier and the Pacific Northwest Cascade Wilderness areas beckon. Close by, in cooperation with the Washington State Game Commission, the CollegeisdevelopinganEnvironmental Studies Center on the Nisqually Delta, one of thelast undisturbed river deltas on Puget Much of the information and many of the Sound. Several ecological reserves exist within skills necessary for tackling real problems in the thousand-acre campus, and the college science have traditionally been bound up in owns 3,300 feet of precious Puget Sound courses. At Evergreen, such benefits will be shoreline. Mud flats, oyster beds, a salt-water available in the form of self-paced learning marsh, protected coves for overwintering wat- modules in learning resource centers. Thus erfowl, and a ready supply of barnacles, skills needed for microscopy or concepts nec- clams, jellyfish, and other marine invertebrates essary for an understanding of photosynthesis are right at hand. Extensive on-campus laboratoryfacilities action is. Each unit will include are available to interested students. In keeping commissary, laboratory and dormitory trailers.Thus the with the interdisciplinary philosophyof Ever- campus can extend in place and time to follow green, the designation of these facilities has wherever research problemsmay lead. been left in general terms becauseteaching and research laboratories forthe sciences exist side by side with ceramics studios,metal sculp- tureshops,andauto-tutoriallearning- resources centers. All of the science laboratoriesare either teaching-research modulesorlargergene- ral-project spaces; no exclusivechemistry, physics or biology teaching-laboratoriesexist. Science education will be project-and research-oriented. Small groups of studentswill work with senior investigatorsin the laboratory or field. Included in the laboratory facilitiesis a hybrid computer-assisted instructionalsystem. This system, combininga digital NOVA computer with an analog computer, providesa valuable learning alternative forstudents who e.2 are not conversant in higher mathematics. rs. Beyond this,the College has a computer center dedicated to undergraduate educational use. Specialized work in science is possible Laboratory facilities also include to the animal extent that faculty and facilitiesare available. rooms; greenhouses; wood, metal, electronics, At present varied opportunities glass and plastic shops; aquariaand growth for study in chamber rooms; electron microscope the physical, biological and earthsciences ex- labora- ist, as well as in mathematics.Students who tory; and photography facilities. Ofparticular wish to prepare for interest is a le two-story terrarium where careers in medicine, den- tistry, veterinary medicine,computer science, students can. alate environments to provide learning resources as well resource planning, environmental design and as to interpret var- many other related fields will also find the ious aspects of natureto the general public. Certain common instrument learning resources at Evergreenncessary to rooms are glassed achieve these goals. Most of the in so that visitors andusers alike can share responsibility some of the excitement of interesting work for specialization will beupon the student. He being done. will have to decide what hewants to do, find out what he must do to accomplish his objec- Standard equipment needed forinvestiga- tives and then do the work to the tions in any of the sciences is available.A cen- satisfaction tral supply area of the supermarket of both himself and the facultymember or variety is members working with him. Within an added feature to make studymore conven- these limi- ient. tations, the progress ofa student specializing in some particulararea is dependent entirely Plans call for mobile microcampusunits that will enable groups to travel upon his imagination and his capacityfor to where the work. 77 THE ARTS AT EVERGREEN what happens day by day inall the spaces where we work, meet and live. There are a The arts at Evergreen represent more than a number of places on campus where students collection of activities and skills. We consider and teachers can explore and share artistic them especially important as they integrate processes in an atmosphere of spontaneity and and celebrate the life of the community and all informality. Specializedfacilities have also of its members. Thus the arts can permeate the been planned for more careful and formal ar- whole campus environment. Tiny are visible, tistic encounters. audible and vital in our surroundings, in the Programs involving the arts at Evergreen design of graphic productions, and inthe emphasize collaborations among artists (poets, public presentation of a wide range of creative musicians,filmmakers,dramatists,actors, work in drama, music, dance, film, poetry, dancers, sculptors, printmakers, painters, de- prose and the visual artscreations which cel- signers,craftsmen);collaborations between ebrate personal and cultural diversity and rich- artists and scientists, artists and scholars; and ness. exchanges between people of different talents The arts are equally visible and relevant to who use different modes of knowing and be- -NiwIllill ------" _.

....._,evidiiiks,...... I.r.:.

78 having. We wish to pursue creativeexplora- tions in an environment where ideas(not narrowly "artistic" ideas, but all ideas whichhave welting potential for aesthetic exploration)are in constant exchange, and where thelikelihood of making discoveriesgrows as students and teachers learn to movemore easily among several disciplines. We believe thattheory without practice is as meaninglessas practice without theory. In this same spirit of collaborationthe arts become integrated with other disciplinesin Coordinated Studies programs. Other kindsof collaborativeprojects shape and heighten 4, community experience. Dramatic,musical, video-documentary, film, and otherpresenta- tions promote creative participationand exchange. All of theseprograms, projects, and presentations can provide for those whoper- form them and those who witnessthem a "o": deeper understanding and appreciationof natural and cultural phenomena. Our approach to the study of thearts is "holistic." Thus, when studentsarc introduced to the history of the arts, theyare encouraged to find ideas and images in past anddistant cultures which bear vital meaningfor the present. They are also encouragedto see various cultural phenomena as part ofa global human culture, a fabric that is beingconstantly re- woven and experienced anew. They contracts for long-term artistic projectson may per- campus, and internships, apprenticeshipsor ceive, for example, how theexperience of other field work off campus. black men in Africa and later inAmerica has found artistic form and expression, According to the resources availableand and how the degree of current interest ina specific ac- this experience relates to styles ofart and life tivity,all Evergreen students will have the which we find to be current and"peculiarly American." opportunity to engage inthe arts through credit-bearing or extracurricular projectsand Within this atmosphere of cross-disciplinary programs. In some instances, students will collboration and integration,students who form their own arts-centered wish to pursue careers in thearts can engage groups and clubs. in deep and prolonged activity In special cases (e.g., private voice lessons) to prepare for students wishing instniction in further professional study and work. a particular The re- art-form may work withteachersinthe sponsibility for specialization,however, rests Olympia area under special fee with the student. If a student has arrangements. demonstrated Musical groups such asa jazz ensemble, a readiness for more specialized workin the choral ensemble, a music-theater arts, he will have the opportunityto negotiate company, and other chamber ensembles forclassical, 79 folk, and rock playingall these will continue teaching and learning in an atmosphere of in- to function as long as there is student interest. terdisciplinary collaboration. And our first A comparable range of opportunities is being students themselves have contributed to our made available to students with interests in total resources; many of them have brought drania, dance, film, ceramics, weaving, print- impressive skills, talents, and understandings making, printing, painting, and sculpture. to the campus. In addition, both artists in the To understand how we have integrated the surrounding community and visiting artists arts into Coordinated Studies programs, you have added to our ability to foster work in the should turn to the descriptions of our 1971-72 arts. programs, and particularly to "Man and Art," At present Evergreen is best equipped for "Space, Time, and Form," "Communication collaborative artisticactivity in film, video, and Intelligence," "Environmental Design," and multimedia work. Our present capabilities "Contemporary American Minorities," and for computer graphics, for animation, and for "The Play's the Thing." To learn about the the electronic synthesis of music can serve as full extent of artistic activity at Evergreen, evidence for our interest in collaboration in- even in its first months, you should communi- volving musicians, visual artists, film makers, cate with students or faculty members in these scientists, mathematicians, computer special- programs. They can tell you of groups already ists, and electronic engineers. formed, public events held, and a high level of With such exceptions, however, the College interest in many artistic pursuits. fp has currently available only temporary or Beyond the campus, the Olympia, Tacoma, make-shift spaces for specialized work in the and Seattle areas offer a wide range of artistic artsas can be expected on a new and events and of opportunities for participation. evolving campus. Yet the results of careful Some of these are: planning will be seen as well-designed facilities Governor's Festival of the Arts; Com- for work in the arts are constructed in the munity Concerts; Little Theater; Abbey years immediately ahead. Players; Opera Guild; Ballet Northwest Association; Olympia Fine Arts Guild; Olympia Symphony; State Capitol Mu- seum;variousartgalleries(allin Olympia). Seattle and Tacoma offer many perform- ancesplays, operas, concerts of all kinds and many exhibitions in galleries and museums. Because of a student's unified responsibility to his program or contract, it is possible to include a rich variety of field experience directly in his academic work. Evergreen has already made .significant progress in providing the resources necessary to support collaborative activities in the arts. People are the most important of these resources. Our faculty members drawn from a broad range of artistic fields provide substantial amounts 'If experience and talent. Of 80 equalimportanceistheir commitment to PUBLIC EVENTS public events themselvescan have greater meaning. As it grows in strength and size, Evergreen -Because- the academic programs of Ever- will provide a good number of films, exhibits, green will be more than usually flexible and lectures, symposia, concerts, plays and other responsive, we shall often be able toarrange presentations. Unlike the "artists' series" and public performances as more than "extracur- visiting lectureships at most colleges, however, ricular activities" rehearsed foror attended the offerings at Evergreen will usually be re- separately from the normal day's work. In- lated to academic programs and other ongoing stead, we can incorporate them intoour pro- campus activities. They will grow out of the grams or even plan new academic programs to day-to-day concerns of the students, faculty, produce them. For example, it maysoon be and other staff. possible to offer a Coordinated Studiespro- .131,17M g__ 14-114, f. ft Ilk% r am.4 MarI...

Most of these events will beopen for the gram aimed at performances of a play and whole campus and the community beyondthe designed for about forty students and two fac- campus. Some of them will be generated di- ulty members. The program team would work rectly from the work of Coordinated Studies out assignments as actors, technical staff and programs or participants in learning contracts. production staff. The team would concentrate Others will be produced by special-interest on studying the play thoroughly; reading other groups of students, faculty, other staff, and works by the playwright, his predecessors and friends fromthe surrounding community. his contemporaries; studying theatrical tech- Some will be presented by visiting artists and niques; but always sharing in the total project. scholars; but whenever possible, visitingper- At the culmination of the program would formers and lecturers will notappear on come the performances of the play on campus campus for the events alone. Instead, their and perhaps even "on the road." -aisits will be incorporated into theprograms of Extend this procedure into performances of Coordinated and Contracted Studiesor the music and dance, or into shows of visual art- interests of clubs :tnd othergroups. The visi- works and mixed-media productions, andyou tors will be available for discussions, conversa- will get some idea of how we intend to connect tions, master classes and specific teamwork. the study of the arts with the practice of the They will provide larger contexts in which the arts. Think about how, other kinds of pro- 81 in visiting artists and speakers forother presentations, and ;tre hard at workon a number of projects for thenear future. Drama, dance, visual arts, film, music, socialconcerns, scientific concerns, political concernsallare vi- tally represented. Even thoughour facilities, staff, and resourcesare seriously limited in these early days, the first students,teachers, and other staff members havebrought with them two all-important qualities: interestand talent. There is, as the planners of Evergreen had hoped, a spirit of collaborationwhich rises above the conventionaldistinctions be- I tween the academic Ind the extracurricular, the students and the i 'cultyor staff members, recreation and learning. Regarding public eventsas an important way of connecting interests, we hope not only to. provide continuity between study andprac- tice. We also hope toencourage on-campus programs to share their insights and activities, to link concerns of groups at the College with concerns in the surrounding community, and to relate serious thinking to solid enjoyment.

grams and contracts and club activitiescan lead to lecture-demonstrations,documentary films, presentations of slidesor video tapes or- audio tapes, symposia,or conferences, and you will understand how groupscan make their ideas count on thecampus and in the larger community. Already, near the beginning of thefirst year, Evergreen programs and clubs havepre- 82 pared some public presentations, havebrought FOREIGN LANGUAGE STUDY tutorial and perbon-to-person studies ina variety of languages. These might be pursued Evergreen recognizes at least three types of over a long period of time and recognized by needs for training in foreign languages: tests administered for credit as part of a 1. The student preparing to study or to learning contract whenever the student is able work abroad wiil need nearly complete to demonstrate that he has reached a new level mastery of the spoken and written lan- of mastery. guage of the country he will visit. Depending on our resources, we shall be 2. Some students will need to acquire much able to provide skill workshops, individual skill at reading a foreign language and tutoring, and group tutoring in certain lan- some conversational skillin order to guages. If resources and student demand per- .pursue their chosen patterns of study. mit, we also hope to conduct regular seminars They may, for example,, wish to read lit- in foreign languages. For instance, ten students erary works in the original languages or who have already made some progress in to deal with secondary sources in foreign Spanish might enroll in a Coordinated Studies languages relating to their main inter- program in which their seminar readings and ests. discussions(inphilosophy, or ecology, or 3. Some students who may already have mathematics, or political science) would be invested substantial effort in the study of conducted in Spanish. Or a similar group of a foreign language may wish to keep up students might make a contract with a single or improve-their fluency. They may even sponsor to do advanced work in Spanish for wish to concentrate their studiesupon a several months. In any :ase, we shall make foreign language or upon comparative every effort to enable those who have already linguistics. acquired some skill in a foreign language to In addition, students may wish to have the use it in the normal pursuit of their studies. experience of thinking through verbal symbols We want foreign language .study at Ever- other than those which they have learned green to include not only the usual European simply by having been raisedamong speakers languages but also certain Asian and African of English. Janguages if staff, facilities, autotutorial re- There will be no "language requirements" at sources and interest permit. Evergreen, except as they might arise naturally Incoming students, however, should under- from one of these needs. For instance, students stand that planning for such an extensivepro- desiring to participate in a program including gram in foreign languages is only in its initial study abroad will be required to gain compet- stages. It may be several years before Ever- ence in handling the language before they go. green can fulfill its objectives by satisfying so Evergreen plans to satisfy student needs for broad a range of student needs and desires for foreign language training in a number ofways: foreign languages. If you are considering en- We hope to be able to provide total immer- rollment at Evergreen and if you have strong sion programs in a number of languagesei- motivation toward foreign language study, ther on campus or elsewhere. in thesepro- make your desires known. Such expressions of grams, students should hear, speak, and read interest and need will guide our initial plan- the foreign language for several months, all ning. the while participating in rigorous problem-oriented seminars, workshops, and autotutorial programs in the foreign language. We also hope to provide less intensive auto- 83 'Zt STUDY ABROAD directly, we shall help studentsto enroll in programs operated by other institutions and O Evergreen intends to provide opportunities agencies. Generally, if a student needsforeign for many students to study foreignareas and study in connection with cultures at first hand. We shall offer some project essential some to his education, we shall attemptto facilitate Coordinated Studiesprograms which will first this study. immerse the student in the language, history Programs for study abroad. however,re- and culture of a foreign land andthen enable quire substantial funding; special him to continue his studies in the efforts from foreign land faculty members, students, andadministrators: itself. We shall provide other opportunitiesfor and often special scholarship provisions. less formal and perhaps briefer periods In- of coming students should recognizethat until study abroad in conjunction withprograms or the College has the necessary projects developed at money and per- Evergreen.In Con- sonnel we cannot promise extensiveopporttini- tracted Studies, it will be possible forteams of ties. Evergreen is, nevertheless, fifteen students and committed to one instructor to work the broadest possiblerange of programs and abroad for full credit while stillremaining contracts dealing with foreign academically related to the Evergreen areas and cul- campus. tures. Student interest and demand will helpus When we cannot provide suchopportunities achieve this goal.

I F

:14!

84 - ACADEMIC STANDING when a student simply cannot match interests with what Evergreen can offer in teaching. A students academic standing will depend facilities, or other resources. When it becomes upon his success at earning credit for the pro- apparent during an advising period prior to gram or contract in which he is involved. formal reeistration for a new quarter that a Nornzal progress toward graduation will mean student cannot continue on a current Coordi- enroPine for and completing Coordinated or nated Studies program or contract, finda Contracted Studies at an average rate of three place in another program, or negotiate a new units of credit per quarter. Those enrolled for contract with any faculty or staff sponsor, then fewer units of credit are expected to do what he will be advised not to enroll for the new they have signed up to do if they wish to re- quarter. main in good standing. Evergreen will do itbest to help every one When a student enrolls in a Coordinated of its students and to insure insofar as it pos- Studies program spanning several quarters or sibly can their successful and rewarding. devel- in a lone-term contract for which credit opment. But as a College with an explicit edu- cannot be-awarded at the conclusion of each cational mission and as a public institution quarter, his_seminar leader or sponsor will be supported by the public's funds, it also has the responsible for substantiating his progress. An responsibility for making sure that its services In Progress" notation on a -credit report for and facilities are put to full and proper use by him indicates that if he maintains his current those best able to benefit from them. pace he will earn the expected credit at the completion of the program or contract. Other- 1 wise, if his progress is unsatisfactory he still remains in the program or contract, his seminar leader or sponsor will advise him and add qualifying comments on any in,:rim report. V: If a student's performance is deficient, he may be asked to reduce his workload, with- draw temporarily, or sever his connection with the College. Normally, such deficiencies will be examined and such recommendations made if a student spends two quarters in anaca- demic program or programs without receiving the appropriate units of credit Gr demonstrating substantial progress on his work. Then he will be advised by his seminar leaderor sponsor and the academic dean assisting his group with respect to how he must improve his performance. If by the end of the third quarter necessary improvements have not been achieved,thefaculty members and dean closest to him will require him to reduce the workload for which he has enrolled or with- draw from the College. A special case may occur from time to time 85 I EVALUATION, THE PORTFOLIO menting on what you feel you have learned and evaluatingthe guidance and support Evaluation which you received. More important than the units of creditrec- The Office of the Registrar will keepyour orded and the assurance that you are in good official portfolio, adding to it the three basic academic standing will be the continuingspe- documents for each award of credit. You and cific evaluations you receive of your perform- your seminar leader or sponsor will maintain ance. Within a Coordinated Studies program, your own larger "traveling portfolio." In addi- you will be constantly evaluated by your sem- tion to the basic documents it will include inar leaderinindividual conferences and samplesofyourworkwritten,photo- through comments on the ideas and work you graphed, drawn, or taped. When the timear- present. You will test your own mastery of rives for you to leave Evergreen, you will have self-paced learning units and will be tested by the opportunity to include selected examples your faculty team for other kinds of skills and of your work directly in the official portfolio knowledge. You will be continually engaged in as part of a microfilmed permanent record. mutual criticism with the other members of Your traveling portfolio will go along with you your seminar and of the Coordinated Studies r:-....from sponsor to sponsor, from program to group and perhaps even face thc, criticism of a program, always growing in size and in spe- larger audience if your work leads toa per- cific detail. It will give you and your prospec- formance, a publication, or an exhibition. Ina tive sponsors and seminar leaders an ever group learning contract, you will also face clearer comprehension of where you have continual evaluation by your teammates. In been, where you are, and the direction in any contract, your work will be carefully scru- which you should be moving. Thus, in lieu of tinized by your sponsor and any subcontrac- departmental majors or required tracks, it will tors who may be involved, on or off campus. make possible a continuity of planning for you Because you will not be competing for grades and your advisors. If your interests make it or for a favorable spct on a "bell curve," crit- advisable for you to transfer to another institu- ical evaluations by your teammates andspon- tion, the portfolio will indicate what your Ev- sors will be directed toward helping you, not ergreen credit means. Otherwise, as you grad- toward standardizing comparisons. uate, your official Evergreen portfolio will become the full dossier of your undergraduate The Portfolio career and will represent to employers or to professional schools the quality and extent of When you have completed any contract-or your work. program for a unit or multiple units of credit, the quality of your performance will be evaluated in documents to be added to your cumu- lative portfolio. Each unit of credit or block of units will be represented by at ieast three documents: (1) the Coordinated Studies program description or the contract; (2) an evaluation of your performance by your seminar leader orsponsor(andanysubcontractorsor off-campus supervisors), especially as it relates to your previous level of experience and capa- 86 bilities; and (3) a statement by you, com- CAREER PLANNING sponsor on a contract specifically directed towardthat- vocation.Individual contracts Evergreen provides many opportunities for enable students first to sample various kindsof you to prepare for your career after gradua- specialized work on or off campus and thento tion. Basic Coordinated Studiesprograms pro- engageinextensiveperiods of on-the-job ceed by the sharing of many viewpoints,many learning. Thus you can shapeyour sequence of kinds of experiences. and a responsibility for academicprogramstowardyourchosen learning how special vocations bearupon cen- career. tral problems. Advanced Coordinated Studies We do not have departments labeledby tra- programs and group contracts focus strongly ditional subject-headings at Evergreen,nor do on special problems involving special fields. we have "majors,- as abstract and predeter- Indeed, it is possible Er a group of students mined collections of requiredcourses for interested in a certain vocation to work witha reaching conventional goals. Butwe do offer the specialized facilities and resourcefulpeople who can help you to penetrate quite farinto various academicdisciplines and into pre-professional training. The options for field work, internships, and other kinds ofexperi- ence off campus will allow you to try out your j interests in highly practical ways. tif When you consider the possibilitiesfor

- full-time absorption in specialized work,you will see that Evergreen can giveyou .nusually strong support as you plan yourcareer and wish to move toward it. Andyou will move toward it not along a rigidly defined track, but by a route which you andyour sponsors and seminar leaders gradually mapout, as your needs,inclinations,andabilitiesbecome clearer. In the Evergreen Bulletin for 1971-72,we suggested several illustrativeprograms of study to suggest how a small number of fictitious students might put together Coordinated and Contracted Studies during theircareers at the College and where these experiences might lead than. Until we havesome flesh-and-blood alumni to talk about, these fictitious friends will have to do. Several of them havealtered their future lives a bit since last year, butthey can still indicate the sorts of four-year and two-year schedules which you and yourspon- sors and seminar leaders might well work out. (Four years) Arthur Black (generally interested in public affairs, law, management) 87 First Year: Coordinated Studies, "Cau- sality, Freedom and Chance." Second Year: Contracts in political science, philosophy, journalism; one quarter Coordinated Studies in American Cul- ture. Thirdyear:AdvancedCoordinated Studies in political systems; internship in a law firm. Fourth year: Contract for two quarters of internship inastategovernmental agency; then helps to organize and lead a one-quarter group Contracted Study in Washington State Government. takes up a position in a govern- ..vii . mental agency; marries Barbara ;._ -,e Yi"r ...AA Y. `", Brown. Ar '=1'.' ; .- I . s- ',A:: : Alice Blau (interested in literature, music, vit,,n, ' il-4" ,-tzi.:;-, -,.. perhaps teaching) ,,...... :114 .2,,,, im, ,!-- le -.. First year: Coordinated Studies, "Human ....14K: -.;, L , 5tr, i-7.-- 1:... --- Development." Secondyear:CoordinatedStudyin Second year: Continues "Human Devel- American and comparative governmental opment" and internship as a teacher's systems. aide in a primary school, helping with Third year: Group contract in advanced reading and music. mathematics and computer program- Third year: One quarter Coordinated ming; individual contract in economic Studies, examining the similar and dif- theory; Cooperative Education internship ferent roles of men and women in the contract in banking (in a local bank). arts; one quarter contract on problems of Fourth year: One quarter internship ina higher education; one quarter group con- state regulatory agency; one quarter adv- tract on educational administration. anced Coordinated Study in fiscal policy; Fourth year: Two quarter Coordinated one quarter individual contract in busi- Studyinadvanced educationalpsy- ness law. chology; one quarter internship in aca- te accepts a position in a bank. demic deans' office. goes on to grduate program in Barbara Brown (interested in graphic art higher education; becomes an and drama) academic administrator. First year: Coordinated Studies, "Space, Roger Redmond (interestedinbusiness Time, and Form." management and finance) Second year: Group contract in drawing, First year: Coordinated Studies: "Individ- painting, mixed media work. One quarter 88 ual, Citizen, and State." Coordinated Studies in modern drama, leading to the production of a play (for Olympia to produce mediapres- which she designs sets). Three months entations for public and private internship with Seattle Opera design and enterprises. production staffs. Thirdyear: AdvancedCoordinated Joe Green (interested in naturalscience, Studies in :photography, television, and business management) film. First year: Coordinated Studies, "Polit- Fourth year: Group contracton business ical Ecology". management of artistic enterprises;in- Second year: Contracts in biology, ternship contract with Thurston Regional com- Arts Council. puter science, American historical attitudes toward nature,fieleexpeditions takes up employment as graphics with sponsor to redwood forests. specialist in Seattle publ- Third year: Coordinated Studies innat- ic-relations agency; marries Ar- ural conservation: historical attitudes and thur Black; opens own agency in present problems.

89 Fourthyear:Contractsonandoff office of a Japanese industry. campus in chemistry, forestry, wood-products industry. Fourth year: Group contracts in Oriental studies, economics; individual self-paced goes to graduate school of for- learningcontractinaccounting and estry, leading to a position with a cost-analysisprocedures. Contract for wood-products industry. internship with a Northwest business firm dealing with Japan. PaulWhite (undecided,but concerned about social cooperation and international goes to graduate study in busi- understanding) ness administration, leading to an. industrial position involving First year: Coordinated Studies, "Indi- Japanese-Americantraderela- vidual in America." tions. Second year: Coordinated Studies, "Ja- pan," with total immersion quarter in (Two years) Japanese. Jim Nord (interested in social and political Third year: Continues study in Japan, issues, electronics) 90 with internship in the public relations Third year: Coordinated Studies, "Corn- munications and Intelligence." inar leaders, sponsors, and otherEvergreen Fourth year: Continues "Communica- staff members will helpyou make these trans- tions and Intelligence;" contracts for in- lations. The work you have donein Coordi- ternship in television studio, journalism, nated Studies programs and inlearning con- development of mediaatEvergreen; tracts can, if necessary, be described inport- group contract in sociological techniques. folio documents as equivalentto a certain takes up a position witha televi- amount of course work in a certainrange of sion station, planning to continue subject-materials,according to more tradi- work in broadcast journalism. tional systems. The credityou earn at Ever- green will be acceptable elsewhere, allowing Cynthia West (has had secretarial training for the various requirementsand policies of but is widely interested in cultural achieve- various institutions (see "Accreditation") ments of minority groups): You will find many commentson evalt:atit. and career preparation throughoutthe pre- Third year: Coordinated Studies, "Con- ceding essays. As you prepareto leave Ever- temporary American Minorities," with green, you should find the portfolio to bemost emphasis on black culture. helpful as a way of describingto future em- Fourth year: One quarter advanced Co- ployers or to other academic institutionsthe ordinated Studies on social change in the inner city; one quarter internshipcon- 7,1 tract in Tacoma community organization;helps to organize and leadone quarter group contract on black artistic and social contributions to Americanso- ciety. goes to work for inner-city community organiz 'n prior to graduate study in eIhnology.

Whatever pattern you will devise withinthe resources which Evergreen canmake available to you, the result will be a sequence of intensive programs and projects tailored byyou and your advisors to fit your needs, career plans, and complementary interestsas closely as pos. Bible.

Evergreen Credentials Becauseofdifferencesineducational thibking and in systems of registrationand reporting, the necessitymay arise for trans- lating the Evergreen credityou have earned into other frames of reference.Should you apply to a professional schoolor seek certain specialized work at another college,your sem- 1.

st.77411

preparation for a career which you have made training. But the College has a commitment to at Evergreen. Throughout the academic pro- look further ahead as well. Evergreen will grams and through other College services, you concentrate upon the basic strategies which will be advised carefully, assisted strongly, and dill enable its graduates to perform vigorously evaluated closely by people who know you and productively throughout their entire car- well. eers. The imperative need is for men and women In Summary who are resourceful at problem solving, able As the resources and relationships of Ever- to accept the challenge of relating specialized green grow so will the opportunities for educa- knowledge and techniQues to general issues, tion toward specific careers become clearer and alert to the opportunities awaiting those and more numerous. Some students will pre- capable of making individual contributions, pare directly for their first jobs, some for grad- uncle'realistic circumstances, as membr.s of 92 uate study, some for advanced professional teams. V. Supporting Services THE LIBRARY AT EVERGREEN odicals, and several hundred printed reference sources; they have also collected for you about If there is anything archaic about the li- 7,500 audio recordings, 5,000 slides, models, brary at Evergreen, it probably is the term "li- artprints; maps, and other realia, and a brary." Webster defines a library as "a room number of films and video tapes, And these or building where a collection of books, etc., is items are not, of course, merely "collected"; kept for reading or reference." Evergreen cer- they are catalogued and stored in such a way tainly has "a collection of books," but it is the that they are most accessib!e to you. "etc." that makes our library distinctive. "Access" is a key word. If the information That distinctiveness consists both in what is and ideas in the collection are to be most collected at Evergreen and in the people con- useful to you, they must be readily available. cerned with the collections. What we collect is Availability comes through two routessys- information, including ideas. Information and tems of storage and retrieval, and people. We ideas certainly come in books, but they appear have tried to make our systems both compre- and are preserved in other forms, too. So the hensive and simpleeasy for you to work. But people in our Library have put at your dis- no system can do what people can do. They posal not only over 80,000 books, 2,000 peri- can listen to you, help you to redefine your

Sit

94 problems in ways that letyou solve them more productively, and aidyou in making the Li- brary's systems function ina fashion that is NIL...-. personally relevant for you. And that personalized form ofrelevant access to information and ideas is not limitedto finding useful materials.It extends to your actually generating the kinds ofinformation that you need. Evergreen's staffspecialists in photography, graphics, television, andaudio recording have a primaryresponsibility to make their abilities, together withsome of the most modern and effective production equipment, available to you so that, whenyou need to, you can develop yourown "software" for your programs of study or in conjunction with your personal explorations of the world. Be- cause we are a bit undermanned andcon- strained in our resources,we may not be able to help you do everything thatyou want to do or to help you precisely whenyou want help. We need some patience andsome cooperation, too; but as a new library ina new institution, we are constantly gearing ourselvesto offer the kinds of service thatwe have tried to describe here in order to make your access to access to them. Item: The "Thing Wall" isfor information and ideas easy andeffective, and you to decoratewith etchings to make it both enjoyable and educative. or watercolors, poems or witticisms, complaintsjorexpressions In addition to a collection anda set of of pleasure. Item: Our facilitiesand equipment helpful people, the Libraryat Evergreen is are such that, if you want to,you can learn to also a place and a climate. Ourintent is to record an a capella choir make the place a comfortable quadraphonically or one that ev- to produce your own television showifyou eryone can use productively in hisown appro- give us -due time and noticeto provide the help priate ways. We hope that theclimate will you want. encourage conversation and discussion, serious In short, the Libraryat Evergreen works and determined study, both verbaland graphic with ideas and information, expression, college-wide communication, yours as well as and those that it stores and makesaccessible. It private relaxation. focuses on ideas and information But these generalizations in books, but require'some con- also in a wide range of otherformats; and in creteness to be meaningful. Item: Theentire itseffort to devise systems non-print visual collection is to increase the on color micro- availability of ideas and information,it has not film, so you can preview inseconds a whole forgotten the unglue set of slides, art prints, maps, etc. Item: ways in which people can All of best serve the informationalneeds of other our audio recordings are on cassette andin people. It is-this last feature, specially designed containerson our shelves, the emphasis on people, that we prize most inour library as a so you can enjoy the easiest and most efficient place and as a climate. COMPUTER SERVICES eral typewriter terminals or scope displays available on campus. Through the use of Dart- Computer Services supports a variety of mouth BASIC, a deliberately simplified com- learning experiences. We feelitis important puter language, most students find that they for every educated individual in today's world have ready access to this new technology after to know something about computers and the only a few hours of study. waycomputersprocessinformationand achieve results. Computers directly influence our lives, subtly or obviously, in an increasing variety of ways. The crucial issues involved in society's use of computers are at a level of importance too high to be left in the hands of the "experts."

Conversationalcomputers,which"talk with" or react to their operators, immediately detect many errors and reinforce correct com- putersyntax,therebyencouragingrapid learning of the computer language. This interactive mode of operation typically keeps interest high even among students who would not otherwise persevere through the tedium of most dataprocessing. Immediate response It with a solution to some specific problem encourages more thorough and meaningful exploration of the various facets of the larger problem. For many social science simultations, economics games, and other applications that benefit from man-machine interaction, interac- Large numbers of Evergreen students are tive computing provides a satisfying and often gaining the ability to use a computer as an aid exciting medium for learning and for solving in their studies, to make calculations, or just problems. 96 for recreation. They work with one of the sev- In addition, for those with requirements too large or specialized for BASIC, Evergreen has they can use a program developed bysomeone arranged access to computers off'campus. else to solve a specially defined problem. Sev- Because a large campus computer tendsto eralcomputer-aidedinstructionalpackages the options of those witha genuine need have been developed by faculty members to for extensive computations,we do not plan to help illuminate units in one of the Coordinated acquire such a machine at the College. We Studis programs; other computer-based units have re. ently purchased, however,a minicom- are available for students with special interests puter/stem, the Hewlett-Packard 2000C, in other Coordinated Studiesgroups. For rec- that supports interactive BASIC. reational purposes, students frequently gather Computer Services staff members helpstu- around a terminal to play a simulated game of dents, faculty, and administrators make effec- football, blackjack, or golf. tive use of computer technology. This aid An analog/digital hybrid computer system supports computer graphics, and can be used to solve a wide variety of differential equations typical of quantum mechanics, fluid flow, and otherphysicaland electro-magnetic wave equations. Plans are to have this hybrid system programmed soon for computer music.

ranges from trouble shooting with a student having programming problems to helpingto define a task for computer solution. Fre- quently, the scope of a study projectcan be expanded greatly when one considers the full potential of computer processingas compared with a manual analysis of the relevant dataor information. Students and faculty have two main modes for using the interactive computer. Inone mode, they learn the BASIC language and create their own programs, simulation games, calculations, and so forth. In the second mode, 97 DEVELOPMENTAL SERVICES Wemeaning you, faculty and staffmust work together; we must continue to make The Division of Developmental Services has opportunities available for play and simple as its central purpose the encouragement and relaxation; we must provide assistance to those facilitation of student development: Its aim is within our midst who are moving through to help you grow intellectually, personally, times of financial hardship; we must have nec- and socially. In so doing, those of us charged essary personal services available in areas such with this responsibility, hopefully, will also as health and counseling; we must continue to grow as we relate to you and some of your broaden the opportunities for participation in hopes, dreams and aspirations. college life so that new friends can be found and interests expanded, if desired; we must also continue to assure the order and security required for intellectual exploration and the widening of self-knowledge without fear of intimidation. In other words, we must constantly be concerned about each other. That concern, however, encompasses more than just the Evergreen community, as numbers of students, faculty, and staff become involved in the larger social communities beyond the campus through activities that show productive concern for our fellow human beings. Through our volunteer office, you will be able to participate in a variety of activities, if you wish, ranging from work ina day care center to being a reader for a blind person to simply being company for elderly persons in nearby retirement complexes. We are here to help you in your development and through that helping, maybe we will all be a little more human and humane.

Counseling Services Evergreen provides a variety of counseling services to all enrolled students and employees. Their use is entirely voluntary and without Evergreen stresses cooperation and inter- cost. The primary aim is to furnish a helpi- change among a community of learners who, ng-working relationship that will assist the in- rather than competing with each other, are dividualto ecome a more constructive, committed to helping each other. Develop- poblem-solving,self-directiveperson.The mental Services plays a key role in helping level of our ability to help is largely dependent you, faculty and staff work through some of on recognition ley the individual that he sin- the problems and promises inherent in,a bona cerely wants help in coping with a problem. fide community. Counseling frequently is useful in relation toa variety of educational,or marital concerns. In Workshops, developmental seminars, and some situations, a referral to a moreappro- other forms of group activity and counseling priate source of aid may be called for. In such can be generated as student interests develop. special fields as draft and drug counseling, Group counseling providesan opportunity for family planning, and psychiatriccare, the Col- people to share their ideas and feelings with lege enlargesits own capabilities bycon- individuals who have similar concerns, and for tracting for professional serviceas needed. them to work together toward a better understanding of themselves and others. Because nearly all faculty and staffcarry responsibilities for some type of counseling and, advisement, the Counseling Service tries to supplement these activities, to offer special kinds of help, and s.0 respondas best it can to any unmet human needs. The Counseling Service will be open weekdays and occasionally in the evenings andon weekends. Stu- dents, faculty, and staff are welcome. Financial Aid and Placement General Information(Loans, Grants, Stu- dent Employment) Students who expect difficulty in meeting the costs of college should apply forhelp through the Office of Financial Aid and Place- ment. Evergreen's goal is to provideevery needful student with sufficient financialassist- ance to make his attendance possible. Awards from the College's aid programs rest strictly Counseling relationshipsare strictly confi- on dential. No information personal need, however, andcan only supple- willbereleased ment the contribution of the student and his without written request from the counselee. A number of students have found family. Assistance may take the form ofem- our ployment, grants,loans, scholarships, or a career-planning resources useful in identifying combination of these possibilities. their initial vocational goals. Witha bit of help through counseling, they The College expects the student's familyto can then fruitfully contribute as much as possible toward thecost apply these objectives to planningtheir pro- of his education, and the recipients of financial grams of work and study. A collection of aid are expected to adhere to printed, taped, and filmed occupational a modest budget. infor- The partnership into which the Collegeenters mation, identifying professionalareas, job descriptions, and work qualificatioU, is in providing financial aid to the student isone available involving a commitmenton the student's part in the Counseling Service. Tocomplement to provide a substantial contribution toward these services, assistance in securing on and his college costs from suchsources as summer off-campus employment and interviewswith savings. prospective employeesisprovided by the Students who have chosen Office of Financial Aid and Placement. not to accept available family aid, and students whosepar- 99 ents have chosen not to contribute to the costs Financial Aid Application and return it to the of college, are eligible to apply for other forms College. The application form may be ob- of assistance. A number of on-campus jobs do tained from Evergreen's Office of Financial not require the applicant to demonstrate sig- Aid and Placement: nificant need, nor is stringent need-analysisa Theappropriate CollegeScholarship criterion for the Federally Insured Loan Pro- Service Confidential Statementeither PCSor gram or for off-campus placement. SFSmust be submitted to the College Schol- Students who have completed at leastone arship Service in Berkeley, California, before quarter at The Evergreen State College may the application can be considered. Confiden- apply for emergency loan assistance. Any stu- tial statement forms are available from high dent may inquire about -scholarships awarded school counselors or from the Office of Finan- by off-campus agencies, many of which donot cial Aid and Placement. The Parents' Confidential Statement (PCS) must be completed by the parents of the following applicants: 1. Unmarried students who will be under 4,4* 23 years of age October'1, 1972. 3. 2. Married students who will be under 21 4%o' years of age on October 1, 1972. The StudentFinancial Statement (SFS) must be completed by these applicants: 41 1. Unmarried students who will be 23years of age or older on October 1, 1972 and, 2. Married students who will be 21years of age or older on October 1, 1972. ParentsofEducationalOpportunity Grant applicants must complete thepar- ents' income section of the SFS form. 1St Applications for aid during. the 1972-73 academic year must be received by July 1. consider need as a major criterion of award. Applicationsfromstudentsapplyingfor All students are encouraged to seek general summer CollegeWork-Study employment financial counseling and help in the personal must be received in the Office of Financial Aid management of money at the Office of Finan- and Placement by April 15. The appropriate cial Aid and Placement. Informationon finan- confidential statement must be mailed to the cial aid at other colleges is readily available,as College Scholarship Service at least two weeks is information on summer andcareer place- prior to the above deadlines. ment. Programs See "Student Accounts /Fees and Charges" in this bulletin for estimates of annual costs for A brief description of the requirements and students attending Evergreen. regulations attached for each financial assistance program follows. Further details on any Application Procedures program are available from the Office of Fin- ancial Aid and Placement. Theseprograms are Students who wish to be considered for aid designed to be awarded individuallyor in 00 should complete The Evergreen State College combination depending on the needs of each student. Procedures for financial aid disburse- and professional. organizations, andindivid- ment are spelled out in the section of this bul- uals in the community. Theprogram is de- letin entitled ''Student Accounts /Policiesand signed to aid students who face Procedures." temporary need by providing loans ofup to $100 for no more than 90 days. Borrowers may apply by Loans means of a personal interview in the Financial National Defense Student Loan Program. Aid Office. A borrower must beenrolled for at This program provides long-term,low-interest least two units, and must have completedat loans for students in almostany area of study, leaSt one quarter at The EvergreenState Col- Terms and conditions include these stipula- lege. Simple annual interest isset at six per tions: (1) Students may borrowup to $1,000 cent. per academic year, and no more than $5,000 College Long-Term Loan Program. Sources during their undergraduateyears;(2) bor- of this program include communitydonors rowers must be citizens or permanent residents and activity fees.It provides loans ofup to of the United States; (3) each borrowermust $300 for periods ofup to 12 months. Eligi- sign a promissory note payableto The Ever- bility requirements and applicationprocedures green State College (married students are also are the same as for the Emergency Loan Pro- required to sign a marital community responsi- gram, bility statement); (4) loansare disbursed to borrowers in quarterly installmentsduring the Employment first week of each quarter; and (5)quarterly College Work-Study Program. Each repayments on the loan begin one year year after the federal government awards TheEvergreen the borrower leaves school, and theinterest State College money to createa wide variety begins to accrue nine months after thebor- of summer and school-year jobs, bothon rower leaves school at three per cent simple campus and in the community. The pay range annual interest; no interest on the loanaccrues is from $1.60 to $2.60per hour; the program prior to the beginning of repayment;payments are at a minimum of $15 per month and the EffilMIL-mow- loan must be repaid within 10 years. Federally Insured Loan Program. Thispro- gram provides loans to students ofup to $1,500 a year through participating banks, credit unions, and savings-and-loan associa- tions. It was designed to aid studentsfrom riiddle-income families whomay not ordinarily qualify for college-based aid. Theloan is guaranteed by the federalgovernment and the annual interest rate is set atseven per cent. If the student's adjusted familyincome is below .$15,000 a year, the federalgovernment will pay all interest charges until 10 months after he leaves college. If familyincome is above $15,000, then the student must;pay all interest charges. Emergency Loan Program. Funds for this program are donated by businesses, service 101 is open to students whose financial aid is sig- made by the. College, such as the National nificant. Students may not average more than Defense Student Loan or earnings under the 15 hours per week of work during the periods College Work-Study 'Program. When a loan for which classes are in session and they may and a grant are offered, the loan must be ac- work not more than 40 hours per week in all cepted in order for a student to receive the other periods. Every student in this program grant. If the student wishes at any time during must be an American citizen or in the United the year to reduce his loan, he must accept a States on a permanent visa. He must be en- corresponding reduction in his grant. rolled for at least two units during each quarter in which he works. Those who work full time during the summer are expected to save a substantial proportion of their summer earnings to be applied to meet school-year costs. Part-Time Employment.The Office of Fin- ancial Aid and Placement maintains a listing, screening, and toferral service for part-time positions with employers on campus and in the community. Students interested in part-time employment should apply at the Office of Fin- ancial,Aid and Placement.

Placement The Office of Financial Aid and Placement, in coordination with the Counseling Office, offers a number of services to aid the student in the exploration of career choices and in se- lectingandrealizingoccupationalgoals. Among these are summer and career job listings, screening, and referral. The office also operates an occupational resources library, an 4 4.tzr out-of-areaplacementservice,on-campus .1,zuroal, employer interviews, and a credentialfile service. Students are encouraged to discuss their career concerns with the staff of the Placement Office. Grants Washington State Tuition WaiverProgram. Educational Opportunity Grant Program. By authority of an act passed by the 1971 This program provides grants to full-time stu- State Legislature, a limited number of tuition dents from low-income families whose need is and fee waivers will be granted to needy stu- acute. The grants may range between $200 dents under the same general criteria as those and $1,000 but may not exceed one-half of of the Educational Opportunity Grant Pro- the student's need during the academic year. gram. 102 The remaining half must be met by an award LawEnforcement Education Program.The Department of Justice offers a financial aid Public and private deliverers of healthserv- program to students whose major areas of ices in the community will be involved with study are in the fields of administration of jus- students, faculty, and staff ina variety of ac- tice, law enforcement, or corrections,or who tivities, including family planning clinics,drug are employed in these fields. Any studentcur- abuse workshops, first aid trainingsessions, rently employed in these fields (in-service)may some psychiatric assistance, and much addi- applyforatuitiongrant.In-serviceor tional work in the wide fields of preventive pre-service students may apply fortuition medicine, healtheducation, andother loans if they are enrolled for two unitsor health-related concerns. more. If need exists, they may apply for loans Evergreen's insurance policy is optional, but in excess of tuition. Pre-service loanrecipients itprovides necessary additionalsupport to must pledge the completion of the equivalent students. Because our healthprogram is a min- of 22 quarter-hours (five Evergreen units) imal one, students are strongly urged eitherto during their collegiate career In work related take Evergreen's policy or to be certain they to law enforcement. Grant recipientsmust are covered elsewherefor example, through agree to continue employment in their current the insurance of their parents. law enforcement agency for twoyears after graduation. Should they fail to doso, the grant becomes a loan repayable at sevenper cent per Recreation year. Loan recipients begin repayment six months after leaving school. Loan recipients Mountain climbing, bridge, karate, frisbee, who, after leaving school,are employed in a scuba diving, flute playing, road running, public law enforcement, correctional, or- or court ganic gardening, soccer,macrame, kayaking, agency enjoy a 25 per cent forgiveness of the singing, horseback riding, carpentry, ballet, loan for each year of employmentup to four years. poetry reading, flag or touch football,yoga, bicycle touring, cooking, and/or fencing,to name a few, take some form at Evergreen. The Health Services shape of that form greatly depends.on the efforts and interests of the members of the Ever- The Evergreen State College's healthpro- green community. A judo club, an ethnic gram is not, because of.insufficient funds, the dance team, or chess clique, or flying lesson, it comprehensive one desired. It will,however, evolves from student, faculty, staff, orcom- meet basic student needs during the 1972-73 munity interest. Initially, with collegesupport school year. The health facility willoperate in somewhat limited, innovation is criticallyim- the Daniel J. Evans Libraryon an eight-hour, portant. The whole idea is to develop- recrea- five-day-per-week schedule, with thepossi- tional skills on which individualscan build bility of expansion through theuse of volun- life-long patterns of physical activity. teer personnel. The physicians at St. Peter Campus facilities provide excellent outlets Hospital will serve as back-up foron-campus for practicallyall recreational pursuits, in- health personnel and will see students whoare cluding a wide variety of indoor and outdoor experiencing difficulties that cannot beade- facilities for pursuit of activities involving the quately treated on campus. During thosepe- arts as well as sports and games. riods when there is no coverageon campus, Itmight be possible, under appropriate the staff of the Emergency Roomat St. Peter conditions (see "Contracted Study") to under- will serve Evergreen students who need imme- take academic work leading from initially diate attention. "recreational" pursuits. 103 Volunteer Services activities may involve personal relationships such as working with retarded children; or While you are at Evergreen, you may want they may be less involvedstuffing envelopes to be involved in service to others. This is for a UGN drive, for example. Whatever ac- important for two reasons: first, service prov- tivity you choose should be meaningful to both ides you an opportunity to contribute to the you and to those you serve. well-being of others; and, second, your devel- In addition to placing Evergreen students opment as an individual will be enhanced. both on and off campus, the program will as- The Volunteer Services program has been sist volunteers from the community in identi- organized to assist you in locating and ar- fying meaningful ways to serve the College. ranging non-credit, service-oriented activities Community involvement at the College will with Community Action and poverty agencies, strengthen ties between the College and its social service agencies, churches, even the Col- neighbors and will help each to gain a deeper legeitself.Participationintheseactivities understanding of the other. should make a significant contribution to your Ifyouwanttobecomeinvolvedin personal growth, but your major concern will non-credit, service-oriented activities, on or off more likely be the growth of others. You will campus, contact the Volunteer Program Coor- be committing your time, your abilities, and dinator. He will help you locate or organize your energies to serving those in need. the right service activity to fit your needs and Volunteer activity will not generate aca- the needs of others. demic credit, nor is it job-oriented. Volunteer

S. A

\:,:fo

104 a, sad HOUSING on-campus room assignments rests with the College, but, to the extent possible, student A wide range of housing accommodations is preferences will be honored. available on campus and in the Olympiaarea. Pets may not be kept in campus housing The College imposes no housing requirements, because of factors of cost and sanitation. This but will assist in locating accommodations best policy reflects a vote of student residents suited to the student's needs. during the autumn quarter of 1971.

On-Campus Housing On-Campus Facilities On-campushousingincludes apartm- Campus living accommodations includea ent-type space for 602 students, from single high density group with three five-story and studio rooms to five-person suites. All unitsare one ten-story buildings, and a low density designed to provide living conditions similar to group comprised of 19 apartment duplexes thoseavailableinthebestofprivate (38 apartments). Seven basic types of resi- off-campus facilities, and are regulatedac- dence hall accommodations are available,as cording to the same principles that apply to indicated in the adjoining diagrams: off-campus apartment houses. I. Five-student apartment. These unitsare 1 rir designed to give each occupant hisown .1 bedroom /study room. Roommates share itpv bath and kitchen facilities. Each unit has l',. a comfortable living room. Both the five-story and ten-story buildings include five student apartments. Number of units available: 30 (accommodating 150 students). 2.Four-student apartment, kitchen-dinette. Two students share each bedroom /study room in this two-bedroom unit; which has a separate bathroom, kitchen-dinette and living room. All apartments in the low density group (duplexes) are of this type. Number of units available: 38 (accommodating 152 students). A limited number of on-campus housing 3. Four-student. apartment, efficiency accommodations is made available to married kitchen.Twostudentsshareeach students, but only when bothpersons are bedroom/study room in this full-time Evergreen students. two-bedroom apartment, which has a Responsibility for determination of policies, separate bathroom and efficiency procedures, contract terms, conditions, and kitchen connected with the living room. rate schedules rests with the Board of Trus- These unitsare found onlyinthe tees, which may make modification at its dis- five-story residence halls. Number of cretion without notice. However, rentalrates units available: 20 (accommodating 80 are not changed during the term of any con- students). tract. Assignments tocollege housing are 4. Three-student apartment. Three of these. made without rard o race, color, creed,or units, each with an over-sized single ethnic background. Fina! responsibility for bedroom /study room, bathroom, and 105 HOUSING ACCOMMODATIONS THE EVERGREEN STATE COLLEGE

These drawings are intended as examplesonly,actualfloor plans may vary.

5rtm,

Studio occupants have 0 Five Student Apartment access to community living rooms and kitchens on each floor.

® Two Student Studio

Four Student Apartment 0 Two Student Apartment 0-3One Student Studio

convenient living room-kitchen combi- acombinationbedroo..n/study/living nation, are located on the top floors of room. All have complete bathroom facil- the five-story buildings. In addition, a ities,andaccesstoacommunity faculty apartment on the, first floor of kitchen-lounge. The studios are located each of the same buildings has been in the ten-story,tructure. Number of converted to a three-student apartment, units available: 64 (accommodating 128 with bedroom, living room, bathroom students). and kitchen-dining alcove. Total number 7. One-student studio. This is tire most pri- of units available: 6 (accommodating 18 vate unit, with access to bathroom facili- students). ties shared with three other one-student 5. Two-student apartment. Design of these studios and to a community kitchen- units varies widely. Some have separate lounge. The one-student studios are all bedroom/studies; all have kitchen facili- locatedin theten-storybuilding. ties and bathrooms. Two-student apart- Number of units available: 28 (accom- ments are located in the five-story resi- modating 28 students). dence halls. Number of units available: Each living unit on campus is equipped 23 (accommodating 46 students). with all items normally found in a furnished 106 6. Two-student studio. Two students share apartment: bed frame and mattress, desk and chair, wardrobe, dresser, supplementary furni- around the Olympia area. Normally, the Col- ture where needed, and all necessary appli- lege does not participate in the negotiation of ances. Individual study lamps are not fur- lease or rental agreements, since thesearrange- nished, nor are personal items suchas bath ments are considered direct contracts between mats, bed linens, blankets, pillows, towels, the student and the landlord. However,to as- pots and pans, plates, cups, and eating uten- sist those students who wish to live offcampus sils. and are unable to locate suitable accommoda- Full laundry facilities are availableto all tions, the Director of'Housing may, if demand occupants. In the high density group, laundry is sufficiently great, directly lease t'aCilities arc available on the ground a limited floo. of numberofapartmentsoff campusfor the 10-story building; in the duplexgroup, a sub-lease to students. The sub-leaseapart- separate laundry building is provided. Mail ments will be comparable to those on campus services are provided in thesame location as in both type and rental rate; the principal dif- laundry facilities. A telephone is locatedin ferenceisthatstudents each apartment, and local service is provided whosub-lease off-campus housing from the Collegemust by the College without charge. Thestudent sign a lease for a minimum of four months, . must, however, accept financial responsibility contrasted to a 30-day rentalagreement for for all toll calls. Although adequatestorage on-campus apartments. space is available within each apartment, additional rental storage facilitiesare available Renter's Rights within each living group. Students have full responsibility for main- To inform students of their rights and obli- taining the appearance and cleanliness oftheir gations as renters, the Director of Housinghas apartments.Lounges,lobbies,andother prepared a "Renter's Rights Pamphlet," avail- common areas are maintained and cleaned by able without charge. The information in the student employees and/or professionalcus- pamphlet applies to students livingon campus todial personnel. . as well as those living off campus, although it Students wishing to do theirown cooking has pro- en to be of special valueto students will find a representative selection ofpackaged off campus. meats, assorted dairy products, condiments, fruits, vegetables, soups, and bakery products on sale in the College Activities Building. Rental Rates and Deposit for On-Campus Housing Rental rates are indicated in the Student Accounts section of the catalog. A $50 deposit is required to reserve residence hallspace. The deposit is maintained by the Controller during a student's occupancy of his apartinent. Off Campus Housing Acting as a referral agency, Evergreen's Housing Office maintains a list of privately- ownedhousingaccommodationsinand 107 FOOD SERVICE Monday Friday Breakfast 7:30 a.m. - 9:00 a.m. Lunch 11:30 a.m. - 1:30 p.m. Evergreen food services are comprised of Dinner (1) the major cafeteria in the College Activi- 5:00 p.m. - 6:30 p.m. ties Building, (2) the snack bar and,grill in the Saturday and Sunday penthouse of the Library Building, (3) the re- tail store (delicatessen) in the Activies Build- Brunch 9:30 a.m. - 11:00 a.m. ing, and (4) a full line of vending machine Dinner 4:00 p.m. -5:00 p.m. services throughout the campus. These fixed locations are supplementld by the offering of The contract plan is considerably cheaper catering and banquet services to members of than direct purchase. Costs of both cash and the Evergreen community and others in other contract service are set out in the Student Ac- on-campus locations when appropriate. counts Section of this bulletin. The College contracts with a professional All aspects of food service operation are food service manager provided by ARA Serv- subject to constant input, criticism, and modi- ices to operate all food service facilities. The fication through a food committee, which in- manager is charged no.. only with the vital cludes a majority of student members. details of food and finance, but also with the intangibles of student satisfaction and student enrichment. The food service operations represent a major source of student employment opportunities; over half of the scheduled working hours for food services are filled by student employees. Students interested in working in food service operations should contact the College Director of Financial Aid. In addition to satisfying routine requirements for dining, the food services manager considers important the breaking of monotony (at least 18 times each year he will prepare festive meals, and at least once each week the entree will be steak or similar special entrees). He will also prepare box lunches for outings, and special diets when medically required. The manager early in the academic year will conduct a food preference service survey to provide him informationregarding menu choices. Food service is available in the cafeteria on either a contract or a cash purchase basis. Nei- ther is required of any student regardless of his place of residence. 108 Normal cafeteria operating hours are: INFORMATION CENTER changes in schedules may be made; c,)mpilesa daily CollegeJournal which includes Coordinated by the Office of College Rela- up-to-dateitemsof tions, Evergreen's Information Center is de- interest;maintainsa number of specialannouncementbulletin signed to serve communications needs of the boards (campus and community events, study entire academic community as wellas visitors activities,transportationinformation,etc.); to campus. The Center is locatedinthe distributes a variety of College publications second -floor Reference Section of the College Library and is operated by a full-time staff and documents; provides access to the College computer system through a special terminal; member and several part-time student assist- and operates a telephone answering informa- ants. The Information Center publishes the tion system. College Calendar of Events; maintainsa large master calendar on which additions to or Essentially, the Information Centerprov- idesgeneralinformationforcoordinated community action and helps locate individuals and/or groups "where the action is." The In- formation Cent-- as a "publicizing" arm of the College, rather than asan instrument of investigation and instigation. Its function is one of letting all the left hands know what the right hands are doing at any givenmoment. The Center actively seeks and disseminates information about the broadest possiblerange of goings-on within the Evergreen community and, to a lesser extent, the outside world. The Center is a centralized place to take information that requires attention throughout the Evergreen community. The Center is a centralized place togo when any community member wants information about various college activitiesor wants to know who to ask for answers to questions. The Center plays a key role in Evergreen's scheme of governance (see Governance and Decision Making Section). Accurate and thorough communication is absolutely essentialto 41111111111iNg LL the establishment and maintenance ofa true community of learners, all of whom havea vital stake in what happens at the College. The Information Center's operating hours coincide with those of the library (approxi- mately 99 hours per week).

109 VI. Policies and Procedures STUDENT ACCOUNTS /POLICIES and fee purposes, meansone who is enrolled AND PROCEDURES for either two or three units. Determinationof part-time or full-time status for fee calculation Student Classification will be made during registration, andmay not Resident and Nonresident Status be changed after the sixth (lay ofinstruction of thequarter.(See"AcademicOfferings: The term "resident student"means one who Full-Time and Part-Time Status.") has lived in the State of Washington forone year prior to the date of registration; a de- Tuition, Incidental Fees, pendent son, daughter, or spouse ofa federal And Other Charges employee residing= within the state;or a dependent son, daughter, orspouse of a staff Application Fee member of the College. All othersare consi- A $15 application fee is required ofall ap- dered nonresident students. plicants prior to consideration for admission. This fee is a one-timepayment, and is not re- fundable nor applicable to thepayment of any other charges. Enrollment Deposit An advance deposit of $50 isrequired within 30 days after notification ofacceptance is received from the Office ofAdmissions. Paymentwillreserveenrollment,ona first-come, first-served basis. This depositwill be forfeited if the student doesnot register for the quarter admitted. If the studentcompletes registration but withdraws after the tenthday of instruction, he is eligible fora full refund of his advance deposit minusany outstanding debts owed to the College. Theadvance deposit is not applied towardpayment of tuition, but is maintained as a creditto the student's account and continues to reservean enrollment position through succeedingquarters until he graduates or otherwise withdraws.The advance deposit is refunded whena student withdraws from Evergreen. Withdrawalsare never blocked. However, for three reasons, the College asks that withdrawal be accomplished Part-time and Full-time Status through an interview: First, if withdrawalis (For Tuition and Fee Calculation) made necessary because of difficultiesthat Evergreen can help to relieve, the possibilityof For purposes of payment of tuition and that help should at least be noted. Second, fees, the term "part-time student" the means one College's resources for counseling andinfor- who is enrolled for one Evergreen unit of mation should be available,if the student credit. The term "full-time student," for tuition wants to use them, as he actsupon his decision 111 t`el,Pviv ..,w241sr.

PPPP.

, g5

t.,,tiArtzf45,1u..--rd""4

4; g to leave the campus and as he considers the samples of work in addition to demonstrating next stages of his experiences. Finally, if Ever- programs satisfactorily completed. Payment of green is to provide a supportive and genuinely a $10 fee entitles the student to one copy of educative environment, it must be kept ap- his portfolio and transcript. Charges for addi- prised of how effectively it meets students' tional copies are payable before delivery. needs. At the conclusion of the interview, the advance deposit is refunded, less any out- Student Identification Cards standing debts to the College. Identification cards will be made available Late Registration Fee to all students without charge at the time of enrollment. A $5 charge will be levied for re- A student not completing registration on the placement of lost cards. day specified in the College calendar, or one re-enrolled after the six-day limit, will be as- Billing and Payment sessed a late registration fee of $15. The student accounts system assembles all financial information, both charges and cred- Portfolio and Transcript Fee its, for each student and prepares a monthly The Evergreen portfolioand transcript, statement of account. This makes it possible comprehensive and voluminous in contrast to for each student to submit a single check for the transcript of most collegiate institutions, tuition and fees, housing, food service, and 112 willinclude evaluations and representative other charges by mail or night depository in the lobby of the first floor of the Library the sixth day of instruction, butbefore the Building. Mt: cashier's officesopen to accept thirty-first day, one-half of tuition andinci- payment from 9:00 a.m. to 12:30 p.m. and dental fees will be refunded. If thestudent from 1:00 p.m. to 4:30 p.m., Monday through withdraws after thirty calendar days,no re- Friday, to accept payments inperson, particu- fund can be allowed. larly when payment is made with cash. Tuition and incidental fees are billedon a Financial Aid Disbursements quarterly basis regardless of thecontent or lerigth of a student's academicprogram. All Financial aid awardsare made by the Office other charges and related fees will be billedon of Financial Aid. Theamounts, types, and a monthly basis as they arise. conditions are transmitted to the StudentAc- Tuition and incidental feesare due and counts Office for ,accounting and disbursing. payable at the beginning of the quarter. If full Allfinancialaid,withtheexceptionof payment is not received by the sixth day of the short-term emergency loans,isdistributed quarter, the student will not be enrolled for quarterly to coincide with theassessment of that term. If after the sixth day thestudent tuition and incidental fees. Becausefinancial presents payment and can show cause for late aid is designed primarily topay direct ex- payment he may be re-enrolled at the discre- pense. s of going to college,all outstanding tion of the Registrar; however, enrollmentwill not be allOwed after the tenth day. Failure to pay any charges other than the tuition and incidental fees will not because for disenrollment. Such failuremay, however, result in other action such as eviction fromCol- lege-owned housing, cancellation of- insurance eligibility, or revocation of such otherlicenses as may have been granted. Policies and fees are subjectto change at the discretion of the Board of Trustees. All checks must be made payableto The Evergreen State College and deliveredto the Office of the Controller. Refunds No refund of tuition and tuition-relatedfees will be allowed except for withdrawalunder the following conditions: (1) deathor serious accident or illness in the immediate family, (2) military draft call or reserve call-up, (3)other unavoidable or unforeseeable circumstances, after review. If a refund is appropriateand authorized, and if the student withdrawsfrom the College prior to the sixth day of instruction of the quarter, tuition and incidental feeswill be refunded in full. Ifa refund has been authorized and the student withdrawson or after ,

ire

14/1

art' A -,IE 4

charges at the time of distribution are de- observed. Every vehicle parked on campus ducted from the quarterly award, and any bal- grounds during regular working hours, or ance of the aid is paid to the student. The ex- parked in residence hall parking areas at any ception to this policy is on-campus time, must display a parking permit. Parking work/study programs for which funds are dis- permits may bepurchasedonadaily, tributed through the payroll system. The bal- monthly, quarterly, or yearly basis. ance of aid, if any, will be available for disbursement to the student at the.Student Ac- Student Health Insurance counts Office, upon presentation of proper The College, through a contract with a pri- identification, on the day following the close of vate insurance carrier, offers a comprehensive formal registration. medical insurance plan for all enrolled stu- Parking dents. Very limited on-campus medical facilities during Evergreen's early years make this Parking facilities adjacent to the academic coverage advantageous for students not other- plaza and residence halls are available to stu- wise insured against health risks. Coverage dents and visitors. Student vehicles may be under the plan for new students is automatic operated on campus under the following con- unless waived by the student. Failure to waive ditions: (1) permits are purchased; and (2) coverage prior to or during check-in creates a 114 campus traffic and parking regulations are non-cancellable quarterly contract. Students with eligible dependents may make arrange- payable in advance. The food servicecontract ments, if desired, through the StudentAc- may be cancelled by written notice submitted counts Office for expansion of the insuranceto cover those dependents. no later than the first day of the final calendar month under the boarding plan.Students should carefully study the anticipated Housing costs of food service set out in the section entitled"Stu- Billing and Payment dent Accounts/Fees and Charges." Experi- ence indicates that in virtually everycase, the Students occupying on- campus residential low cost and convenience of the boarding units will be billed for rentalat the beginning plan of each month, The charges will is the superior alternative except forthose stu- be included dents who prepare a majority of theirown on the regular student accounts statement. meals. The rental agreement for housing isbased on month-to-month tenancy. Rent is due and payable in advance. Written noticeof intention to vacate on-campus housingmust be received no later than the first day ofthe final calendar month ofoccupancy. Housing Deposit A housing deposit is requiredto reserve on-campus living accommodations andto offset any .assessed damages. Paymentof the deposit will reserve residence hallaccommoda- tions on a first-come, first-servedbasis. The deposit may be refunded only in theevent that the student provides written noticeat least 45 days prior to the date for which theliving ac- commodation has been reserved thathe wishes to cancel his reservation. Ifa cancellation notice is received less than 45 daysbefore the reservation date, the student will forfeitthe full deposit.

Food Service Contract food service ("the boardingplan") at Evergreen is open to all students,whether or not they reside on campus. The boarding plan provides 19 meals; threemeals each weekday, with Saturday and Sundaybrunch and dinner. In addition, casualor cash sales meals are available to students andguests at a fixed per-meal rate. Contract food serviceisavailable on a month-to-month basis, with charges dueand 115 co) STUDENT ACCOUNTS /FEES AND CHARGES t40 4. Schedule of Tuition and Fees -.Z ResidentFull-time student, per quarter $165.00 C.) ResidentViet Nam VeteranFull-time student,per quarter 120.00 NonresidentFull-time student, per quarter 453.00 -CI ResidentPart-time student, per quarter 115.00 Z NonresidentPart-time student, per quarter 115.00

co) 4) Application Fee and Advance Deposit 4) Application Fee $ 15.00 Enrollment Deposit 50.00 I Miscellaneous Fees *"...1 Z Late Registration Fee $ 15.00 Z Portfolio and Transcript Fee 10.00 0 Replacement of Student Identification 5.00 C.) C.) Other Charges Student Health Insurance Student Only, per quarter $ 10.37 4) Student and Dependents, per quarter 31.64 -CI Vehicle Parking *Z.., C Motorcycles Automobiles and Scooters Daily $ 0.25 $ 0.25 Monthly 5.00 2.50 Quarterly 10.00 5.00 Yearly 30.00 15.00 On-Campus Housing Residence hall accommodations, per month, each occupant: Four-student apartment, duplex units $ 70.00 Five-student apartment 68.00 Two-, three-, or four-student apartment 66.00 Two-student or one-student studio room 64.00 Advance Deposit $ 50.00 Food Service Contract Plan: 19 meal boarding plan, per student, per week $ 16.00 116 Casual or Cash Plan: Rates per meal Breakfast $ 0.90 Lunch 1.15 Dinner 1.55 Brunch (Saturday and &inlay) 1.15 Dinner (Saturday and Sunday) 1.55 Special Monthly Festive Meals 1.90 Average cost of cash plan, per student,per week $ 21.00 Summary of Estimated Quarterly Expenses 1. Prior to or during first quarter only Non- Resident resident Application Fee $ 15.00 $ 15.00 Advance Deposit 50.00 50.00 Housing Deposit 50.00 50.00 2. Direct Education Costs Tuition and Fay $165.00 $453.00 Books and Supdies (estimate) 50.00 50.00 Miscellaneous Fems and Charges 25.00 3. Related Cats 25.00 Housing (average) $201.00 $201.00 Meals (contract plan) 165.00 165.00 4. Other Expenses Personal (estimate) $135.00 $135.00 Insurance (optional) 10.37 10.37 Car (estimate) 65.00 65.00 Summary of Estimated Academic Year Expenses For the 1972-73.academicyear at Evergreen, a single resident student, without a car, living in College housing, using the boarding plan,can reasonably expect to spend $2,270 on his education as follows: Tuition and Fees $ 495.00 Books and Related Supplies 150.00 Miscellaneous Fees and Charges 75.00 Housing and Meals 1,100.00 Personal Expenditures 400.00 Travel to and from Home 50.00 Total estimated expenses for three quarters, 1972-73 $2,270.00

117 FACILITIES USE, SAFETY, Parkway, is 25 miles per hour. Lower limits AND SECURITY are indicated by signs where required. Drivers must obey allpostedtrafficsigns on the Use of College Premises and Facilities campus. The use of College premises and facilities Security by individuals or organizations forany purpose other than in connection with the Col- Security Office lege's regular instructional or researchpro- Evergreen's Security Office is designed to grams is permitted when (1) the individuals or function primarily as a service organization organizations requesting the use of space are for students and faculty. eligible to use it; (2) space is available; (3) The office is charged with responsibility for appropriate procedures are followed toassure the protection of personnel and property. Any that the necessary arrangements can be made theft, property damage, personal loss, acci- for setting up the space and that no conflicts dental injury, traffic or parking violation, and arise in the use of the facilities requested. similar problems should be reported to the Reservations for the use of facilities will be Security Office as soon as possible to enable it assigned on the following priorities: (1) The to provide proper. set -vice. College's regular instructional and research The Security Office issues all parkingper- programs, (2) major college events, (3) stu- mits. Keys to all buildings, except the Resi- dent-, faculty- and staff-related events,(4) dence Halls, will be issued by the Security alumni-related events, (5) non-college (outside Office when issuance is authorized. organizations) events. In no case may an admission fee be charged Persona! Property for or contributions solicited atany meeting on College premises, except when previously The College cannot assume responsibility authorized. for the loss of personal property in buildings or on the campus, regardless of the reason for Safety the loss. Smoking Smoking is prohibited in areas marked "No Smoking" and in unmarked offices, seminar rooms or other areas when abstinence is requested by the person incharge. Where smoking is permitted, please Use ashtrays. Parking Motor vehicles may be parked only in posted lots. Parking in or alongside roadways is hazardous and prohibited. Illegally parked vehicles will be towed away at theexpense of the vehicle driver. Traffic Regulations 118 Maximum campus speed, other than on the ADMISSION TO EVERGREEN completed 15 quarter-hours of college-level work, he may be asked to apply underthe General Admissions Requirements same conditions as one applying directly from In general, Evergreen bestserves those stu- high school. Credit for work satisfactorily dents whose interests and personal characteris- completed at other institutions can be applied tics mesh productively with its distinctive edu- toward a baccalaureate degree at Evergreen, cational program. Drive and determination,a subject to Evergreen's requirement of 36 units capacity for hard work, anda sense of purpose for graduation. Credit earned at other institu- are more important than one's previous record tions of higher education will be appliedto- of attainment. wards a B.A. degree at Evergreen in multiples of five, rounded to the nearest multiple. In High School Graduates other words, 23 quarter-hours earned elsewhere will provide five of the 36 learning units Normally, any high school graduatemay be considered if he ranks in theupper half of his necessary for the baccalaureate degree at The graduating class. Thereare no requirements Evergreen 'State College, whereas 22 quarter- for a specific number of high school units. hours will yield four of the necessary units. Evergreen places major emphasison its Sup- Transcripts of all college-level work must be plemental Admissions Form, availableon re- submitted in support of the application, but quest from the Office of Admissions. Although primary emphasis will be placed on thepro- transcripts and college entrance spective student's evidence of interest, initia- test scores tive, and creativity as indicated in his res- must be submitted, there are no specialre- quirements (beyond upper-half class standing) ponses to the Supplemental Admissions Form. with respect to grade-pointaverage or stand- ,., ardized test results. Thereason for requiring transcripts and test scoresisto insure the completeness of the record; they help the Col- NM lege to determine whether it is aiding itsstu- dents to develop in productiveways. Ordinar- ily, the test scores submitted should beon the A., Washington Pre-College Testor on the Scho- lastic Aptitude Test of the College Entrance Examination Board. Applications will be welcomed also from persons who have completed the equivalent of the twelfth grade but have not actuallygradu- ated from a high school. These prospective students should submit an officialcopy of their equivalency certificates. Transfer Students If an applicant from another collegeor university has successfully completed 15or more quarter-hours of credit (or the equivalent), he nced not meet the requirements for admission from high school. If he has not successfully 119 Advanced Placement 1972, for students seeking admission the fol- An applicant with a score of three (3), or lowing September. Fall enrollment will be lim- higher on an Advanced Placement Examina- ited to the number that can be effectively tion of the College Entrance Examination served within the available resources and facil- Board will be granted two units of Evergreen ities. Applicants for subsequent terms during credit for that successful examination. Specific the academic year will be considered asspace advanced placement in the various academic becomes available. disciplines will be determined, when such de- 1. A $15 application fee is required (nonre- termination is relevant, by appropriate mem- fundable and nonrecurring) in the form bers of the Evergreen faculty. Credit will also of a check or money order. Payment be granted on the bask of the College Level must accompany the Uniform Applica- Examination Program of the College Entrance tion for Admission to Colleges and Uni- Exathination Board. (See "Credit by Examina- versities in the State of Washington. tion.") 2. A student applying directly from high school should request that an official Students From Other Countries transcript of his record, indicating his The admissions procedures for Canadian rank in his graduating class, be sent to students are the same as those for students the Admissions Office by the appropriate from the United States. All others should re- school official. Provisional acceptance quest special instructions from the Office of can be granted on the basis of three Admissions. years of high school work. Applicants accepted on this basis must submita transcript showing the complete high Admissions Procedures school record and date of graduation The closing date for applications is May 1, before their acceptance is final.

120 3: A transfer student is requestedto present two (2) official transcripts from each col- Notification of decisions will bemade as lege or university attended. Applicants soon as possible after a review of eachcom- pleted application. A studentmust re-apply if must be in good academic standingat he fails to register for the last institution attended. Noaction a particular term. will be taken on a transfer Closing dates for applicationsare May 1 for application fall term, December 1 for winter until all transcripts of previouslycom- term, and pleted work have been received. March 1 for spring term. Stu- Credentials,exceptoriginal dents planning to enroll at Evergreenfor documents, submitted in support ofan application become the fall quarter of 1972 whoare cur- the property of the College. The rently enrolledinanother' institution admissions must have an official copy of their credentials of students who donot register for rec- the term in which they applied will be ords sent to the AdmissionsOffice by held for June 20, 1972. two years before being discarded. 4. The Supplemental Admissions Form is Campus Visits an essential part of the admissionsproce- dure. It must be completed byall pro- Personal interviewsare not required. All spective students in support of the appli- prospective students and other interestedper- cation. The Supplemental Admissions sons are welcome to visit thecampus and to Form will be sentupon receipt of the discuss Evergreen'sprogram with members of Uniform Application for Admissionto its staff. Colleges and Universities in theState of Requestsfor formS and correspondence Washington. regarding admissions should be addressedto: 5. An admissions derision willnot be made on incomplete applications. An applica- Director of Admissions tion is considered complete whenthe fol- The Evergreen State College lowing items have been submittedto the Olympia, Washington9850!;, Ad_ missions Office: (206) 753-3150 a) Uniform Application forAdmission to Colleges and Universities in the State of Washington, togetherwith the $15 application fee, b) Supplemental AdmissionsForm, c) Official transcript(s), and d) For those students enteringfrom high school, appropriate testscores. 6. Upon receipt ofa notice of eligibility, the applicant must sendan advance deposit in the amount of $50 within.30 days. A Permit to Register, showingthe date of registration, will then besent. 7. The Health Evaluation Form,sent with the Permit to Register, must becom- pleted by a physician and returnedto the Admissions Office at least 30 daysprior to the date of registration. 121 Registration takes place after an orientation period that permits their developing greater familiarity Once a student has been admitted, he will with the College's offerings; once a student has find the procedures for registration spelled out spent a quarter at Evergreen, he will have an in the materials provided each quarter by the opportunity to early register for subsequent Office of the Registrar. terms, thus enjoying greater convenience and Registration, whichis simply an official more easily reserving aplace fer himself recording of the work for which a student is within the College's programs. enrolled, takes place on days indicated in the For 1972-73, details of the registration College Calendar. For newly admitted mem- process will be sent to 'all admitted students bers of Evergreen's student body, registration during the late summer.

-.1101111.

122 VII. Governance GOVERNANCE AND 8. In the Evergreen community, individuals DECISION-MAKING should not feel intimidated or be subject EVERGREEN to reprisal for what they say. 9. In cases of conflict, due process proce- Introduction dures must be available. 10. The procedures must respond automati- Evergreen is an institution in process. It is cally to growth and be evaluated periodi- also a community in the process of organizing cally. itself so that it can work toward clearing away obstacles to learning. In order that both the tqu '4 creative and the routine work of the com- t munity can be focused on education, and so ; the mutual and reciprocal roles of the various members of the community can best reflect the Rey goals and purposes of the College, a system of governance and decision-making consonant 1.4J with those goals and purposes is required. e N To accomplish these ends, governance and decision-making in the Evergreen community must have the following qualities: 1. The procedures must reflect the Ever- green approaches to facilitating learning, and recognize the responsibility of the President and the Board of Trustees for institutional direction. 2. "What to do" and "how to do it" should be decided "where the action is," that is, at the administrative levelclosestto those affected by a particular decision. 3. "Where the action is" should be locat- able. 4. Allpeopleresponsiblefordeciding "what to do" should be accountable. 5. "What to do" and "how to do it" should be decided after consultation and coordination. Who is to be consulted, and what is to be coordinated are part of the definition of "where the action is." Governance and decision-makinginthe 6. Consultation and coordination should Evergreen community must not: be: 1. Separate the Evergreen community into a. primarily concerned with substantive constituencies with some sort of tradi- issues; tionalrepresentative form of govern- b. normally involving people who are ment. affected by and interested in the is- 2. Require decisions by vote. sues. 3. Call for standing committees and coun- 124 7. Oligarchies are to be avoided. cils. 4. Stifleexperimentation with new and better ways to achieve Evergreen's goals. The following system, designedto accomplish these objectives: 1. Calls for the continuous flow ofinformation and for the effective keeping ofnec- essary records. 2. Provides for getting the workdone and for making decisions where theaction is. 3. Allows for creative policymaking,including a policy initiationprocess open to any member of the Evergreencorn- munity. 4. Insists on the speedy adjudicationof disputes with built-inguarantees of due process for the individual. governance system of Evergreen recognizes 5. Has built-in methods for evaluating the legal nature and status of the Collegeas and if necessary, changingthesystem. well as the de facto system whereby 6kttempts, in every instance, the com- to empha- munity works toward achieving itsgoals and size the sense of communityand to re- purposes. quire members of the communityto play The president may delegate responsibility multiple, reciprocal,andreinforcing and authority to the vice presidents.They in roles in the community enterprise. turn may delegate duties to deans and directors, etc. The essential business of thecom- I. The Legal Nature andStatus of The Ever- munityto foster learningis theresponsi- green State College bility of everyone inthe community, and cannot be delegated. The Evergreen State College,established in Thurston County by the 1967Washington State Legislature, operates underthe provision II. Information, Communications andRec- of the Revised Code ofWashington (RCW ord-Keeping 28B.40). Management ofthe College, care and preservation of its The Evergreen community needsto be property, erection and open, self-conscious and self-correcting if it is construction of necessary buildingsand other facilities, and authority to be both viable and innovative. Theleft to control collection hand does need to know what the and disbursement of funds isvested in a right hand is five-member Board of Trustees doing. Furthermore, Evergreenneeds to be appointed by able to remember the important thingsboth its the Governor with theconsent of the Senate left and right hands have done, and for six-year overlappingterms. Board mem- with what bers serve without compensation. degree of success or failure theyhave done it. Evergreen's Thislatter functioncalls for an effective president is chosen by and is directlyrespon- sible to the Board of TruStees system of record-keeping and is integralto infor executive stitutional evaluation. The former requiresthe direction and supervision of alloperations of the College. The Trustees and establishment of an Information andCommu- the president in nications Center designed to provide turn delegate many duties and responsibilities the intel- to others in the Evergreen community. ligence that all members of thecommunity The need on a day-to-day, week-to-week,and month-to-month basis. This center should re- TheInformationandCommunications ceive the necessary input and provide the nec- Center should be developed with all segments essary output so that anyone can find out what of the College cooperating in its establishment has been going on, what is going on, and what and operation. It may be tied in to the campus will be going on at Evergreen. Combined with computer network, the television network, etc. the College Forum and the College Sounding The Center can serve to coordinate ima,si- Board, the Information and Communications native record-keeping procedures for devel- Center should prove invaluable as an aid to oping a continuing chronicle of the Evergreen informed decision-making. experiment. It can also play an important role in helping individuals or groups to locatere- sponsible and accountable people on campus when problems need to be solved. B. The College Forum As an occasion for all concerned members of the Evergreen community to come together; to think together; to talk, listen, and reason together, the College Forum will meet regularly. The president of the College will lead the Forum discussions. He will be responsible for preparing and publishing an agenda, but it is tobeunderstoodthattheagendais open-ended. The Forumisnotadecis- ion-making body. It is a place and a time and a gathering where hard questions can be asked, where dreams can be told, where plans for a better college may first see the light of A. The information and Communications day. Center In addition to the College Forum, similar This center should become the clearing- forums led by vice presidents, deans and direc- house for all of the information needed to tors, etc., are encouraged. These forums may keep the Evergreen enterprise going. It should allow for more focused discussion in specific publish the college newsletter, the college cal- problem areas of the community enterprise. endar, etc. It should develop a central communications room where anyone can find out who C. The College Sounding Board is doing what, where, and why. It should work As an important all-campus information closely with the schedules desk and the Office and coordination body, the College Sounding of College Relations. It should be a place Board will meet on a regular schedule to facili- where people call to schedule meetings. Such tate coordination of activities among all areas kinds of functions should go a long way to- of the Evergreen community. This group will ward diminishing conflicting calendars,re- not be vested with binding decision-making ducing the indiscriminate flow of memos, and powers, but it will constitute a consultative providing the necessary communication for pool or "sounding board" where discussion 126 coordinated community action. and advice on issues affecting various areas in the College can be heard, and needsfor coordination can be aired. making the decisions will belocatable and. accountable; they will be .expected The membership will be constitutedas fol- to obtain lows: input and advice from concernedparties as a regular part of the decision-making 1. The president will bea member of the process. Sounding Board. A. Locatability 2. Each-, vice .presidentwillappoint no more than 10 persons from his area of Location of those responsible forthe func- responsibility as members of this body. tioning of various areas of thecommunity is 3. Ten students willregularly serveas identified in the Collegeorganizational chart, members of this body. . the Faculty Handbook, and theBusiness Poli- The students willserve as facilitators to all cies and Procedures Manual.Delegated duties members of the Evergreen communityin areas and. responsibilities should bemade as explicit of initiative petitionsor proposals, help indi- as possible, and information regardingthe de- viduals locate where the actionis, and other- cision- making roles of variousmembers of the wise facilitate communicationand coordina- Evergreen community should bemade easily tion on campus. They will beselected by their availableinthe College Information and fellow students in amanner to be determined Communications Center. Members ofthe Col- by the students. lege Sounding Board will alsoserve as infor- Every member of the SoundingBoard mation sources on these questionsof locata- should serve in this facilitatingrole, and par- bility. ticipation on the Board shouldserve to acquaint its members with themultitude of problems, decisions, plans, etc., thattypify an active center for learning. Eachmember of the Board must arrange fora substitute if he or sheisto be absent from any particular meeting. The College Sounding Boardwill select a moderator and a recorder fora limited term. These responsibilities will be rotatedthrough the Board membership. Themoderator will see that the group meets on a regularschedule, willprepare and publishan open-ended agenda for each meeting, andwill assure a free and open discussion ofthe issues. The recorder will be responsible forreporting the issues discussed.

III. Getting the College'sWork Done. Pat- terns of Administrative Decision-Making Decision-making at Evergreenwilltake place "where the action is," thatis, at the administrative level closest to thoseaffected by the particular decision. Thoseresponsible for 127 B. Administrative Evaluation and Accounta- bility Accountability for decisions made or not made, and the degree to which those affected have been encouraged to make inputs into the decision-making process, will be reflected in the College's system of administrative evaluation. Like the student and the faculty evaluation procedures, the administrative evaluation will emphasize growth in learning how to perform more effectively the roles for which the individual is responsible. The procedure will include a large element of self-evaluation and evaluation by peers, but must also include clear opportunities for input by those other members of the College community who experience the results of the administrative processes. It is through this evaluative procedure that the community can express itself most constructively on the effectiveness of the administrative process and the degree to which it isbeing responsive tothe needs and the long-terminterestsofthatcommunity. Without a smoothly functioning procedure encouraging evaluative contributions froma wide circle of community opinion concerning the administrative performance of the decision-makers in the College, the campus com- .. munity cannot be expected to place its confidence in the system of governance elaborated here. Administrative evaluation is therefore decisions will be made by the person to whom central and essential to the workability of the the responsibility is delegated,. after appro- governance pattern proposed. The details of priate consultation. the evaluation system are contained in the sep- At least three major avenues for consulta- arate document prepared by the Disappearing tion and advice are open to a decision-maker Task Force on Evaluation of Administration within the College, depending upon personal which, in turn, is dependent upon the full sup- style and the scope of the problem. The person port and backing of the president and the vice may wish to: (1) simply solicit advice on a di- presidents for its effective and successful oper- rect and personal basis; (2) select a Disap- ation. pearing Task Force (ad hoc committee) for the purpose of gathering information, preparing position papers, proposing policy, or offering C. Consultation, Input, and Advice advice; (3) appoint a longer term advisory The Evergreen State College wishesto body for counsel on a matter requiringexper- avoid the usual patterns of extensive standing tise (this option should be used infrequently to 128 committees and governing councils. Instead, avoid the "standing cc.:imittee syndrome"). Three major resources exist for selectionto these consultative processes: of their duties, any member of theEvergreen 1. The Natural Consultative PoolCertain community can write a proposal, gatherto- gether a Disappearing Task Forceto develop a decisions have an effect onlyon a lim- proposition, or present a petition. The ited number of persons whoare easily appropriate administrative officer will be obligedto identifiable. read and act upon such proposals 2. TheCommunityService at the ListAll earliest possible time after receipt of saidpro- members of the Evergreen community posals in Pnished form. If accepted by will be eligible for selection to the list by the a random selection process. Names will appropriate authority, the proposal willbe- come official Evergreen policy and willappear be drawn from the list followingthe in the next Evergreen Bulletin, Faculty random order in which theywere se- Hand- book, Business Policies and ProceduresMan- lected. Service on the list is considereda ual, or other official Evergreen responsibility and a privilege of member- documents. ship in the Evergreen community. Proposals not accepted will be returnedto their initiators along with thereasons for rejec- 3. The Voluntary Service ListInaddition tion. to the Community Service Listan Ever- Aid and advice on the initiativeprocess will green Voluntary Service Lift will be be available to individuals and compiled by the computercenter. Any groups from members of the College Sounding Boardas member of the Evergreen community well as from the Information and Communica- may have his name added to the list, and tions Center. if he so desires may specify certainin- DTFs or other consultative bodies terest areas where he would wish can be to serve formed in the samemanner as indicated in (e.g., Bookstore, DTFs dealing withex- Section III, C cf this document. perimental housing, administrativeserv- ice, sports, etc.). This list will beavailable through the Information andCom- munications Center. Any individualor group can use this list to locate individuals to serve on DTFs, to identify people with certain interests,or to find talent andexpertise.Thoseplacingtheir names, interest areas, etc., on this list will have entree into thegovernance process in ways not immediatelyprov- ided by the Community Service List. The College is advised to experiment with all aspects of the service listcon- cept. It may prove to be an important innovation in the campusgovernance system. IV. Initiative Processes In addition to those who by lawor by dele- gationofdutiesandresponsibilitiesare charged to develop policy in the performance 129 V. Adjudication of Disputes, Grievances, and Appeals The grievances and appeals system at The Evergreen State College is designed to: 1. Reflect the programs and character of the institution and apply to all members of the community. 2. Provide a working system where appeals can be heard in the least possible time; one that is capable of speedy resolution of conflict and grievances. 3. Provide a campus adjudicatory appara- tus; not one intended to operate in place of civil authority. The appeals system should be required only when all prior attempts to resolve disputes and grievances "where the action is" have failed. All members of the Evergreen community should feel a heavy responsibility to make every effort to solve individual and community (This hearing must take place within one problemsimaginativelyandconstructively week of notification of dispute.) without resort to this system. 4. The hearing board will be constituted in In the event that satisfactory resolution of the following way: disputes or grievances is not achieved, or in a. The board willconsist of five cases of appeal for infraction of the code of members. conduct, the following procedure will be em- b. Members will be selected from the ployed: Community Service List. 1. It will be the responsibility of the indi- c. The hearing board will reflect the vidual or individuals affected to initiate peer groups of the disputants. the process. d. The members will be selected by a 2. The first step will be written notification randomnumberprocessfrom of an appropriate facilitator (a member identified peer groups. of the Sounding Board or others as se- e...Each side represented in a dispute lected) regarding the dispute or griev- will have the right of two peremp- ance. This notification should include all tory challenges. necessary details about the dispute. The 5. The decision of the hearing board will facilitator will establish that appropriate be binding on allparties concerned. prior attempts at resolution have been However, if the sanction imposed by this made. He will then forward the written hearing body involves possible suspen- grievance to the appropriate person or sion, a fine in excess of $25, an official office (coordinator, dean, director, vice institutionalreprimandwhich would president, or president). become a part of the individual's perma- 3. The appropriate person or office will nent record, or a matter of serious prin- notify the individual or individuals in- ciple, then the decision can be appealed 130 volved of a time and place for a hearing. to the All-Campus Hearing Board. All-Campus Hearing Board convened to evaluate the Evergreengover- This Board will hear conflicts ofa serious nance system. it will be the responsibility of nature which are appealed from other hearing the commission to affirm theeffectiveness of boards. the system or topropose changes. Major Three members of the Board will be impa- changes will be subjectto ratification by the neled for a defined period of service.These members of the Evergreencommunity. members will have the authorityto review all appeals documents and to decide inadvance VII. Conclusion which cases it will hear. At the time when a Most contemporary forms of academicgov- case is to be heard, four additional members, ernance have taken shape from the faculty representing the peer groups of the disputants, struggle for power and from will be .selected for each individual the continuing case. All conflict between faculty andadministration. Board members will be selected fromthe The faculty has clothed itscause in Demo- Community Service List utilizing variationsof cratic rhetoric, and collegepresidents have the random number/peergroup process. Each been reluctant to stand against side represented in a dispute will the language of have the right Jefferson. But a public college isnot a state. A of two peremptory challenges. Theonly ap- public college is not pealwithin a self-governing body pol- theinstitutionbeyondthe itic. It is the educational andinitiatory agency All-Campus Hearing Board is bypetition to ofthestate.Itsworkislearning,not the Board of Trustees. The Board ofTrustees self-government. may also, on its own motion, reviewany decision of the All-Campus Hearing Boardand affirm, modify, or reverse that decision. In cases heard by the All-Campus Hearing Board, disputants will: 1. Receive-adequate (5 to 10 days) written notice of the nature of the grievance and possible sanctions (where appropriate). 2. Receive written notice of the date,time, and place of the hearing. 3. Be advised of thenames of the witnesses who will appear in thecase. 4. Receive a fair hearing. 5. Have the right to presenta defense and witnesses and the right to cross-examine opposing witnesses. 6. Have access to a transcript ofthe pro- , ceedings and the findings of the hoard. VI. Evaluation of Governance Necessary and essential amending of this document is to be accomplished throughthe initiative procedures contained herein.At the end of two years and thereafterevery five years, a commission on governance will be At Evergreen, we have designed, and hope growing, changing, living curriculum, faculty, to perfect, a simple system of academic gov- and administration. ernment that grows out of and meets the needs Our system of decision making, evaluation, of the teaching enterprise. We have not used and appeals has been designed specifically to the federal government as a model, and we are support the teaching and learning programs not going to use inappropriate political rhet- peculiartoEvergreen. Thoughitisthe oric. Our organizational, administrative, and product of months of careful deliberation, it is policy-formulating structure must reflect our not intended to stand unchanged for all time. teaching function. It is a system that is to be tried and evaluated, At Evergreen, we assume a community built and it is to be changed for the better on the upon commonality of interest, instead of upon basis of experiment and experience. This doc- inevitable conflict between irreconcilable in- ument is subject to review and to change by terest groups. We assume cooperation between processes analogous to those which originally members of a single interest group. Those who created it. come together at Evergreen will do so because they want to, because they want to become fel- lows. Evergreen will not be the place for students, faculty, deans, or presidents who function best in overt or covert conflict. Pressure-group politicsis not the way to search for great curricular ideas, and is not .the way to run an educational community. Con- flict, pressure, non-negotiations, and confron- tation politics will not create a fellowship war perhaps; maybe a standoff; constituencies certainly; but not a reasonable community. Evergri:en must try to avoid a labyrinth of collega-wide and departmental committees. instead, proper power, opportunity, authority, and responsibility will be distributed function- ally to those groups of faculty and administrators who need it to do the work they must do. This means that the president, vice president, and deans will set limitswide limitsand the faculty teams will explore widely within those limits. We want to insure maximum administrative support for the widest possible exploration and elaboration of the Evergreen programmatic ideal. We want to provide cod!). erating teams of faculty 'with opportunities for the design of better ways of learning. We want toprovidefor continuousself-study and self-evaluation by students, faculty, and administration; and continuous critical self-study 132 of the entire college. Evergreen is to have a SOCIAL CONTRACT ANIONGTHE bers of the Evergreen communityto them- MEMBERS OF THE COMMUNITYOF selves, to each other, to the College THE EVERGREEN STATE COLLEGE as an institution, and to the larger society of whichthat institution is necessarily and inescapablyan Introduction agency. As a compact among people, this So- In its life as a community, TheEvergreen cial Contract calls for all associatedwith Ever- State College requiresa social contract rather greenstudents, faculty and staff, andTrus- than a list of specific prohibitions andessen- teesto be signatories to it. Two issues ofa tially negative rules. Thecontract, open to procedural kind must be dealt with: Onehas modifications over time and responsiveto the to do with the process by which members of changing circumstances sureto attend the in- thecommunity "become signatories";the stitution's future, representsa commitment by other focuses on the matter of timing. each one of us to search for theset of agree- The suggestion offered here is that allper- ments that define the spirit that weare trying sons who become affiliated with the Collegeas together to engender at the College,that indi- students or as employeesagree as a condition cate the conditions that support the primary of acceptance or employmentto conduct themselves according to the principlesem- bodied in theSocial Contractand the.Gover- nonce and Decision-Making at Evergreen documents. This arrangement precludes the necessity of collecting signature cardsand of requiring the occasionally distasteful signingof formal "oaths." On the matter of timing, the recommendation submitted at this point is thatthe social contract be accepted as the basis for the Col- lege'soperations during1971-72, ayear during which further discussionscan be held with respect to its spirit, its principles,and its language. With its publication in the catalog for 1972-73, the force of its contractualimpli- cations becomes official.Patterned inthi9 manner,ex post factoconsiderationsare avoided, and all of those presentlyon the Ev- ergreen campus will have the necessary and appropriate chance to react toa statement of considerable importance to them but which purposes for which Evergreen was called into was not available for their consideration prior existence, and that specify the principlesunder to their joining the College community. which all of uscan live together as civilized and decent people who share theoften very Basic Purposes different excitements of learning. Closely related to The Evergreen State College isan associa- Governance and Deci- tion of people who come togetherto learn and sion-MakingatEvergreen,thisdocument to help each other learn. Such a community of summarizes the discussions to date of thecon- learners can thrive only if each member cerns affecting the relationships of the re- mem- spects the rights of others while enjoyinghis 133 community of how his behavior influences the climate and the spirit of the campus. If the 1- spirit and climate of the College areto promote learning most effectively, then each member of the community must protect in an active, thoughtful, and concerned way (a) the fundamental rights of others in the community as citizens, (b) the right of each member of the community to pursue different learning objectives within the limits defined by Evergreen's resources in people, materials and equipment, Nees and money, (c) the rights and obligations of Evergreen as an institution established by the State of Washington, and (d) the rights of all members of the community to fair and equitable procedures for determining how, when, and against whom the community must act when its safety or its integrity has been dam- aged. Even more important, however, is the requirement, difficult to define and impossible to legislate, that each member of the Ever- own rights. It depends heavily on a network of green community concern himself with how mutual trust and an atmosphere of civility; the College can become a more productive, and it grows in its human utility only if each of more humane, and more supportive place in its members lives up to the responsibilities for which to learn. This requirement entails an honesty, fairness, tolerance, and the giving of explicit and continuing consideration of the his best efforts as those efforts are entailed by delicate balances in the relationship of the his membership. Students, faculty, administra- members of the Evergreen community to each tors, and staff members may differ widely in other and to the institution itself. their specific interests, in the degrees and kinds of experience they bring to Evergreen, and in Evergreen and Society the functions which they have agreed to per- Members of the-Evergreen community rec- form. But all must share alike in prizing aca- ognize that the College is inherently and ines- demic and interpersonal honesty, in respon- capably a part of the larger society as repre- sibly obtaining and in providing full and ac- sented by the State of Washington, which curate information, and in resolving their dif- funds it, and by the community of greater ferences through due process and with a strong Olympia, in which it is located. From this state will to collaboration. of affairs flow certain rights for the members These considerations directly imply the ne- of the Evergreen community, certain condi- cessity of an organized structure to achieve the tions of campus life, and certain obligations. goals of more effective learning, a system of Among the basic rights are freedom of governance that encourages widespread partic- speech, freedom of thepress, freedom of ipation in the making of College decisions (See peaceful assembly and association, freedom of Governance and Decision-Making at Ever- belief, and freedom from personal force and green,statement of June 10, 1971), and a full violence, from threats of violence, and from 134 awareness on the part of every member of the personal abuse. Freedom of the press implies theright to freedom from censorship incampus newspa- learn more effectively, Evergreen'smembers pers and other media. Concomitantly, such live under a special set of rightsand responsi- publications are subject to the usualcanons of bilities. Foremost among these rightsis that of responsible journalism, to the law ofthe press, enjoying full freedom to explorethe nature and to the same conditions of self-maintenance and implications of ideas,to generate new and to discuss their explorations that apply to other forms of publiccommuni- and cation. discoveries in both speech and printwithout There may be no discriminationat Ever- let or hindrance. Both institutionalcensorship green with respect to race, sex, religious and intolerance by individualsor groups are at or variance with this basic freedom. political belief, or national origin withrespect By a similar to admission, employment, or promotion. -token, research or other intellectualefforts, the results of which must be kept Because the Evergreen community isnot secret or may be separate or segregated from the larger society, used only for the benefit ofa special interest the campus is not a sanctuary group, also violate the principle of free in- from the general quiry. law or invulnerable to the generalpublic interest. The members of the Evergiemcom- munity are therefore obligatedto deal with the relationship between thecampus and the larger society with a balance offorthrightness and sensitivity, criticism andrespect, and an appreciation of the complexities ofz,ociai change and personal differences. The Evergreen community willsupport the right of its members, individuallyor in groups, to express ideas, judgments, and opinionsin speech or writing. The membersof the community, however, are obligatedto make their statements in their own names andnot as expressions of the College. Each member of the Collegecommunity has the right to organize hisown personal life and conduct according to hisown values and preferences so long as his actions accord'with the general law, are in keepingwith agreements voluntarily entered into, evincean ap- it propriate respect for the rights ofothers to organize -their lives differently,and advance Serious thought and learning entailprivacy. (or at least do not interfere with)the com- Although human accessibility isa basic value, munity-widepurposeofmoreeffective and although meetings of publicsignificance learning. In short, Evergreen doesnot stand in cannot properly be heldin secret, all members loco parentis for its members. of the Evergreen communityare entitled to privacy in the College's offices,facilities de- The Conditions of Learning voted to educationalprograms, and housing. As a community of people The same right of privacy extendsto personal who have come papers, confidential records, and personal ef- together to learn and to helpone another to fects, whether maintained by theindividual or 135 by the institution. If the Evergreen community is to prove valu- All members of the Evergreen community able to all its members, this right must be espe- enjoy the right to hold and to participate in cially cherished, particularly when thepre- public meetings, to post notices on the cam- dominant current of opinion, regardless of its pus, and to engage in peaceful demonstrations. character or its content, runs strong. In order to protect the safety of the com- Related to this point is the way in which ci- munity and to respect the equal rights of those vility is a fundamental condition of learning. who choose not to participate, reasonable and Only if minority and unpopular points of view impartially applied rules, following established are accorded respect, are listened to, and are procedures of governance (See Governance given full opportunity for expression will Ever- and Decision-Making at Evergreen), may be green provide bona fide opportunities for sig- set with respect to time, place, and use of Ev- nificantlearning as opposed to pressures, ergreen facilities in these activities. subtle or overt, to ride the main tides of purely Honestyisanessentialconditionof contemporary opinion. learning. Honesty includes (although it is not All members of the Evergreen community limited to) the presentation of only one's own students, staff, faculty, administrators, trus- work in one's own name, the full consideration tees, and all othersare under an obligation of evidence and logic even when they contra- to protect the integrity of Evergreen as a dict a cherished personal point of view, and community of learners from external and the recognitioninsofar as it is humanly pos- ternal attacks, and to prevent the financial, sibleof biases and prejudices in oneself as political, or other exploitation of thecampus one strives to become a more effective learner. by any individual or group. Another essential condition of learning is the full freedom and right on the part of individuals and'groups to the expression of minor- Institutional Rights and Obligations ity, unpopular, or controversial points of view. As an institution, Evergreen has the obligation to provide an open forum for the members of its community to present and to debate public issues, to consider the problems of the College, and to serve as a mechanism of widespread involvement in the life of the community. (See Governance and Decis- ion-Making at Evergreen, sections on the Col- lege Forum and on the College Sounding Board.) The College has the obligation to prohibit use of its name, its finances, and its facilities for commercial purposes. . Evergreen hasthe right to prohibit individuals and groups who are not members of its community from using its name, its financial or other resources, and its .facilities for commercial, religious, or political activities. This right is balanced by an obligation to formulate and to administer its policies in this regard in 136 an even-handed manner. The College is obligated not to take a posi- nance structures, has both the rightand the tion, as an institution, in electoralpolitics or obligation to establish reasonable on public issues except fOr those matters which standards of conduct for its members in orderto safeguard directly affect its integrity, the freedomof the the processes of learning,to provide for the members of its community, its financialsup- safety of its members,to protect the invest- port, and its educationalprograms. At the ment of the people of the State of Washington same time, Evergreen has the obligation to in its properties, and support the right of its community's members to insure a suitable respect for the very different tastes andsensibili- to engage, as citizens of the larger .society,in ties of its members. For these political affairs, in any reasons, the law way that they may elect empowers the president or his designeesto in- within the provision of the general law. tercede whenever, in his (or their)judgment, a clear and present danger to theseconcerns exists.

The Issue of Strikes The strike, including such variantproce- dures as the boycott and theprolonged dem- onstration, has been formally institutionalized in industrial societyas one means of effecting change. It is recognized at law,has generated its own official personnel, andoperates according to-relativelycommon understandings. Because the strike bases itself inadversary rather than collaborative relationships,it is an inappropriate means of seeking changeat Ev- ergreen. Nevertheless, an awareness of human frailty and the complexity ofour times suggest that, in spite of hopes that strikes willnot need to occur within our community, wisdomand prudence call for some relevantconcepts and policies from the outset. As an effective means ofdemonstrating The individual members of the.Evergreen moral commitment and thecourage of one's community have the responsibilityfor pro- convictions, a strike entails tecting each other and visitors costs; those who on campus from choose to strike must put somethingof value physical harm, from persdnalthreats, and on the line that they choose to draw. Other- from uncivil abuse. Similarly, the institution is wise, a strike readily degenerates intoa kind of obligated, both by principle and by thegeneral law, to protect its property from hybridpart party and part paradewith little damage and moral or intellectual meaning. Itis for this unauthorized use and its operatingprocesses reason that industrial workers do without their from interruption. At thesame time, it also pay when they, for explicit purposes, withhold must guarantee the right of the members of its their labor. community to be heard at appropriate levels of Because there is noreason for a campus to decision-making with respect to basic matters enjoy exemptions from these principledcondi- of policy and other issues of directconcern. As tions, two entailments follow: First, a community, Evergreen, through its both as an gover- institution and as a community.Evergreen has 137 the right to deny pay and academic credit to Judicial Action its members wh participate in strikes. Second, Although the mechanisms of suit and litiga- that right is balanced by an obligation to action are obviously essential at Evergreen, they cept legally conducted strikes without dis- represent the last resort within a viable com- missing those who participate in them. munity. In this Social Contract among Ever- green's members, our concern is less on governmental and policy-oriented issues, which are covered primarily byGovernance and Decision-Making at Evergreen,and more on the personal relationships among its members and between various groups, both formal and informal, that may come into existence. In these realms of human relationships, judicial action is a less desirable way of resolving difficulties in a genuine community than are more informal methods of mediation. The processes outlined here touch, therefore, on three levels of conflict-resolution:informalmediation, formal mediation, formal arbitration and enforcement, and, where necessary, a means of appeal. Informal Mediation r. To begin with, it is expected that inembers t of the Evergreen community who come into conflict with one another will make a deter- Difficultieshere are more probable in mined effort to resolve their problems peace- connection with the denial of credit than with fully and quietly by themselves. When unable the denial of pay. If striking students are able to work out their differences in this direct to meet their full academic obligations, then fashion, then they may resort to informal me- the notion of Evergreen as a community of diation in which no records are kept, no learners argues against their having credit formal bodies are convened, and no "law" withheld. The judgment of Program Coordina- need be (although it may be) referred to other tors and of supervisors of Learning Contracts than the terms of this Social Contract. By has a central and basic importance here; but mutual agreement, .the parties to a dispute may when Program Coordinators and supervisors call in a third party of their own choice to help of Contracts may also have been involved in a them; they may request counseling help from strike, then the question arises of the extent to some other member of the community; they which their judgment is uncontaminated and may invite or accept intervention by one of the of how free they may be from conflicts of in- Student Facilitators, or they may select a mod- terests. Specific and detailed procedures must erator fromthe Community ServiceList. be developed to cope with these contingencies, These possibilities are not at all exhaustive; the but the basic means of arriving at equitable peopleinconflict can choose any other decisions are provided by the sections on adju- method that is mutually acceptable to help dication inGovernance and Decision-Making them clear up their problems in a peaceful and 138 atEvergreen. quiet fashion. The great majority of disputes are expected to find resolution at this informai also, on its own motion, review the level, and the obligation of the decision of community is the All-Campus Hearing Boardand affirm, to insure the availability of these kinds of modify, or reverse that decision. methods. Off-Campus Offenses Formal Mediation There remains the problem of doublejuris- When informal processes failto produce diction or the extent to which satisfaction, then the parties to the Evergreen a dispute may, community may have an appropriateinterest following procedures outlined inGovernance in the implications of offensesthat are com- and Decision-Making at Evergreen,convene a mitted outside its own precincts. This jury from the Community Service problem List to de- is a very real one, but th.: generalprinciple is cide the issue between them. Toconvene the that, unless the nature of the offense jury, evidence must be presented that raises informal questions about the suitability of theperson's efforts at settlement have been triedin abona fide membership in the Evergreen community,his way. The task of the jury is essentially that payment of penalties exacted by the general of mediation; its functionsare to resolve a law of our society absolves him from conflict, to provide guidelines for paying the dispu- additional penalties under the rules of tants to consider in their future conduct,and the Col- to record its opinion. Although its judgment lege. This position is consistent with the fact is that Evergreen doesnotstandin loco parentis. final, it has no power to enforce its findingsor to penalize the party to the conflict whom it An additional entailment of thisstance, how- finds at fault if, indeed, it identifies ever, is that the College cannot properly inter- one of the vene in behalf of its members if and when they ellutants as "wrong" insome sense. Only if, after such a jury decision, the come afoul of the general law. This position in con- no way precludes, of course, actions by indi- flict or dispute flares anew isa Board of Judg- ment convened, again from the Community viduals in their own names andon their own responsibility; such actions fall within the Service List, withpowers of enforcement and in- penalty. The Board is bound by theopinion of the preceding jury. Its task isto determine whether that opinion has beenviolated, to enforce that opinion and to apply suitable penalties when necessary, andto record its action.

Appeal Procedure If the action by the Board ofJudgment is unsatisfactory, then an application for appeal may be entered with the All-Campus Hearing Board. The All-Campus HearingBoard may accept or reject the appeal. If it accepts, then it has the power to review the originalopinion of the jury as well as to considerthe actions by the Board of Judgment. Theonly appeal within the institutionis by petition to the Board of Trustees. The Board ofTrustees may 139 1

herent rights of citizenship fully recognized by Final Procedural Notes Evergreen. The question of a general community in- In both this statement of The Evergreen terest may be raised only when members of the Social Contract and in Governance and Deci- Evergreen community have been convicted of sion-Making at Evergreen, a number of impor- off-campus offenses. When, in the light of such tant procedural clarifications are still neces- a conviction, a member of the Evergreen sary. Several members of the Task Force on community believes that the offender has, by the Social Contract have expressed interest in the nature of his offense, demonstrated a lack helping to formulate those procedures and to of fitness to continue as a studentor an em- work them out in the necessary greater detail. ployee of the College, he may request in If acceptable to the community, then theap- writingahearing ontheissuebythe propriate members of the Task Force and in- All-Campus Hearing Board. Initiative rests terested members of the Committee on Gover- entirely with the person who is involved. nance could profitably assemble to identify the When hearings are requested, they must, of problems and to begin to move toward their course, be conducted in public. If the finding speedy solution. of the All-Campus Hearing Board is unsatis- This document is subject to review and factory, then a petition for appeal may be filed change by processes analogous to those which ,vith the Board of Trustees of The Evergreen brought it into being. State College. If the appeal is accepted, then the hearing by the Board of Trustees must be Accepted by Trustees as held promptly and in public with its decision working document, 11-18-71 being final. In accepting an appeal, the Board may, however, appoint a panel of Hearing Officers to take testimony which the Board will then review in arriving at its decision. On its own motion, the Board of Trusteesmay also review any decision of the All-Campus Hearing Board and affirm, modify, orreverse that decision.

140 VIII. Who WeAre aillipqmpawisi

ry roD Al

PIZt

PIZt THE BOARD OF TRUSTEES

rip Janet Tourtellotte, Seattle, Chairman Trueman L. Schmidt, Olympia A. E. Saunders, Tacoma rip Herbert D. Hadley, Longview Halvor M. Halvorson, Spokane

t 'a4

C:) President: Charles J. McCann Vice President and Provost: David G. Barry '13 Executive VicePresident: Edward Joseph Shoben, Jr. Cj Vice President for Business: Dean E. Clabaugh C:)

142 ACADEMIC AND PROFESSIONALSTAFF* Aldridge, William Alexander, Richard W. Faculty Allen, Nancy Faculty Anderson, Lee Faculty Anderson, Richard Faculty Arguelles, Jose Faculty Baird, Dale C Faculty Barclay, Esther R Programmer, Computer Services B...... nard, Robert Faculty Barringer, Robert L. Faculty Bai=ry, David G Director of Computer Services Beck, Gordon Vice President and Provost Brian, Richard Faculty Brown, Carl J. Faculty Brown, David W. Director of Personnel Burke, Gerald G. Director of Admissions Cadwallader, Mervyn L. Director of Housing Carnahan, David J. Dean, Social Sciences Caulfield, Monica Associate Dean of Library Services Chan, Donald Head of Library Reference Services Chang, Daniel Kit Mun Faculty Clabaugh, Dean E. Faculty Cornish, Texas Vice President for Business Crowe, Beryl Utilities Production Manager Davies, Charles H. Faculty Delgado, Medard L Electronic Media Producer Dickinson, Margaret Faculty Dobbs, Carolyn Faculty Doerksen, Arnold J Faculty Donohue, Kenneth Purchasing Agent Eickstaedt, Larry Director of Cooperative Education Eldridge, Lester W Faculty Esquivel, Cruz Director of Financial Aid andPlacement Estes, Betty Faculty Gerstl, Ted Faculty Hanson, Allan Faculty Harding, Philip Business Enterprise Accountant Herman, Steven Faculty Hillaire, Mary Faculty Hirzel, Woody Faculty Hitchens, David Photo-niedia Specialist Hoffman, Ron Faculty Holly, James F. Director of Business Services Hubbard, Connie Dean of Library Services Artist-illustrator 143 Humphrey, Donald G. Dean, Natural Sciences and Mathematics Humphreys, Willard C., Jr. Faculty Hunter, Sally Admissions Counselor Hutchings, Joan Programmer, Computer Services Johnson, James 0. Systems Analyst Johnson, Karl N. Administrative Architect Jones, Richard Faculty Kahan, Linda Faculty Kenworthy, William 0. Food Services Manager, ARA Slater Company Kormondy, Edward Faculty Langston, Peter S Programmer, Computer Services Larson, Eric Faculty Long, James P. Coordinator, Volunteer Services, Cooperative Education Marr, David Faculty Marrom, Rod Security Supervisor Marsh, Paul Faculty Martin, Gail Faculty Martin, S. Rudolph, Jr. Faculty Mathetty-White, Patricia Head of Library Technical Services McCann, Charles J President McCarty, Doris Bookstore Manager McNeil, Earle Faculty Milne, David Faculty Moss, John T Student Accounts Supervisor Munro, John Systems Analyst Nathan, Richard C Admissions Counselor Nichols, Richard Q Director of Information Services and,Publications Nickolaus, Donald 0 Systems Analyst Nisbet, Charles Faculty Olexa, Carol Faculty Olson, Harry F Building Maintenance Supervisor Pailthorp, Charles Faculty Parry, Donald S. Director of Plant Operations Parson, Willie Faculty Patterson, Lynn Faculty Paull, Kenneth W Library Operations Manager Peffer, Lou-Ellen Faculty Phare, Darrell Faculty Phipps, William A. Administrative Architect Portnoff, Gregory Faculty Riggins, Stephen Faculty Robinson, Peter Faculty Saari, Albin T. Chief of Media Engineering Services Sampson, Ralf Materiel and Distribution Manager Schillinger, Jerry L Director of Facilities Planning 144 Shoben, Edward Joseph, Jr Executive Vice President Sinclair, Leon Sluss, Robert Faculty Smith, Le Roi Faculty Smith, Perrin Faculty Sogge, Ralph Registrar Soule, Oscar Faculty Spears, Helen Faculty Spence, Alan Budget Officer Spivey, James Grants and Contracts Accountant Steilberg, Peter, Jr. Coordinator of Printing Services Stenberg, Larry R. Director of Recreation and CampusActivities Stepherson, Lemuel !lean, Division of DevelopmentalServices Stilson, Malcolm 4cting Director, Counseling Services Strecker, Robert A Chief of Library User Services Tabbutt, Frederick Plant Engineer Taylor, Nancy Faculty Taylor, Peter Faculty Teske, Charles B. Faculty Thompson, Kirk Dean, Humanities and Arts Unsoeld, Willi Faculty Webb, E. Jackson Faculty White, Sidney Faculty Wiedemann, Alfred Faculty Wink ley, Kenneth Faculty Workman, William Controller Young, Frederick Programmer, Computer Services Youtz, Byron Faculty Faculty *As of January, 1972.

145 IX. Accreditation ACCREDITATION Evergreen will apply for fullaccreditation in three or four After the usual study of and visitto Ever- years, as soon asithas awarded a substantial numberof Bachelor of green, its people, programs, and facilities, the Arts degrees. Northwest Associationof Secondary and Higher Schools has approved (December10, 1971) The Evergreen State Collegeas a Can- didate for Accreditation.

In the words of James F. Bemis,Executive Director of the Northwest Association:"Can- didates usually qualify for federallysponsored programs. Also, the Veterans' Administration. treats candidates the same as fully accredited institutions. For students transferringto other institutions, we recommend that theirtran- scripts be evaluated as if froma fully accredited institution." 147

THE EVERGREEN STATE COLLEGE

BULLETIN SUPPLEMENT

1972-1973Coordinated Studies Programs Opportunities for Individual Learning Contracts On-campus Housing Rental Rates Program Assignment Questionnaire 1

It is very important for you to remember thatall of the Coordinated and

Contracted Studies programs described in The EvergreenState College Bulletins

are 1971-1972 programs and not 1972-1973 programs.

The programs that we will offer this fall, and from whichyou will choose,

are not listed in either of the Bulletins. They are only listed and described

in this supplement.

Read all of the material in this supplement carefully andthen fill out

the program preference questionnaire and mail itto:

Mervyn L. Cadwallader The Evergreen State College Olympia, Washington 98505

If you have any questions about a Coordinated Studiesprogram, please

write to or telephone the faculty listed after the description ofthe program.

If you have any questions about Individual LearningContracts, please write

to or telephone:

Charles B. Teske The Evergreen State College Olympia, Washington 98505 Telephone--(206) 753-3414

If this is going to be your first year at Evergreen,you should plan to

enter a Coordinated Studies program. However, if you are a junior or senior

transfer student, and you do have a specific independent studyproject clearly

in mind, then we may be able to signyou up with an individual learning con-

tract. Ordinarily, ive expect every new student to firstget acquainted with

Evergreen, its faculty, and its other resources through participation ina basic or advanced Coordinated Studiesprogram. Once here, and well acquainted,

you will be in a better position to draw up a contract for independent study and research.

We may not be able to give everyone hisor her first choice of a program, so we are asking you to read all of the descriptions carefully and then select 2

your first, second, and third choices. We want to know how strongly you feel

about these choices, and we want you to try and explain whyyou want the programs

that you do.

If you are going to be a junioror senior transfer and you do want an in-

dependent contract, we still want you to select threeCoordinated Studies pro-

grams that you would be satisfied with if we justcannot find a faculty sponsor.

for your project this fall. We also want you to describe your project in detail.

Will you be able to switch to anotherprogram once you get to Evergreen

in the fall?Yes, if there is room in theprogram you want to change to.

Will the programs all be good?They really will be, and even better than

this year. That's a serious promise.

Once we assign you to your fall program,your faculty team will contact you with suggestions for summer activities.You will already be a part of

Evergreen. 3

While the 1972-1973 programs will be different (and better) than the 1971-

1972 programs, they will cover the same fields, disciplines, and problems.Here is a guide to help you find the new programs that resemble the old. In the left- hand column are the 1971 programs. If you were attracted by one or more of the first-year programs described in the. Evergreen Bulletin, then study the equiv- alents in the right-hand column.

THE 1971-1972 PROGRAMS THE NEW 1972-1973 PROGRAMS

Were you interested in one of these? Then read the descriptions of these:

Causality, Freedom, and Chance Natural and Social Science: A Modular Approach

Life on Earth

Contemporary American Minorities American Studies

Human Development (.11Roles in Society

Human Development II

Learning about Learning

Individual in America American Studies

Western Civilization

Mind and Body

Individual, Citizen, and State Western Civilization

American Studies

Politics, Values, Change

Political Ecology Life on Earth

Human Ecology

Natural and Social Science 4

Space, Time, and Form Image and Idea

Natural and Social Science: A Modular Approach

Communications and Intelligence Image and Idea

Environmental Design Human Ecology

Man and Art Western Civilization

Image and Idea

Evergreen Environment Evergreen Environment

Human Behavior (jP Rolesin Society

Learning about Learning

Human Development II

Now read the descriptions of our new programs and then fill out theprogram preference questionnaire.

COORDINATED STUDIES FOR 1972-1973

Remember, Coordinated Studies requiresyou to read good books, carefully, to do a lot of writing, and to learn to seminar about the books andyour writing.

Perhaps you should reread theessay on Coordinated Studies in your Bulletin.

One word of explanation-- normally, any advanced student may take a Basic Pro- gram. Advanced Programs do have prerequisites. These will he mentioned in the descriptions of the programs. If you think you are ready forthe Advanced Pro- gram, and if you satisfy tree progratOs prerequisites,then by all means put it down on the preference questionnaire.

We will offer eight Basic Programs;

Natural and Social Science: A Modular Approach American Studies Western Civilization: The Struggle for Freedom I Human Ecology 5

Mind and Body o.c5'Roles in Society Learning about Learning Japan and the West

And four Advanced Programs:

Human Development II Politics, Values, Change Image and Idea Life on Earth: Past and Present

You will find the descriptions of the Coordinated Studiesprograms on the following pages. BASIC COORDINATED STUDIES PROGRAM

Natural and Social Science: A Modular Approach One Year Three Evergreen Units Each Quarter

The study of any system or topicmust bring to bear all of those traditional

disciplines which arenecessary to understand it. Modular science is an approach

to the learning of science based on the belief that complex systemscan be ex-

amined in depth from a multidisciplinaryviewpoint and without the prerequisites

of introductory courses. As a corollary, modular science isalso committed to

an examination of the vital relationshipbetween science and society.

Each module will deal with thetheoretical and practical aspects ofthe subject, as well as the social and historical implications. Development of technical skills, research techniques and concept understanding will beempha- sized in the modules. Technical writing will be required. Students, upon com-

pletion of the module, will beconversant with current research publications

in the module subject. They will have attainedan upperclass level of sophis-

tication for that subject by traditionalstandards.

ORGANIZATION

Modular science will consist ofa sequence of short, intensive subjects

each lasting about five weeks. The necessary background in each supportive discipline, e.g., biology, chemistry,mathematics, physics, economics, polit-

ical science, psychology, and sociology-anthropology will be introducedas needed, using--where possible--self-pacedunits. Practical and technique expertise will be developed throughresearch-oriented projects.

All modules will share a core seminar experience. Social, historical and philosophical issues within and between the natural and social scienceswill constitute the basic subjectmatter of this component. Breadth and perspective 7

will be our goal here. Moreover, students and faculty willsubscribe to SCIENCE

magazine, or some similar journal whichexplores current issues in the social

and natural sciences. Discussions will be led by bothfaculty and .students

and will focus on current relevance.

Modules will be spaced so that they terminate synchronously with thequarters. Some will be repeated within a year. A module will typically containone to two faculty and 18 to 36 students.

PROPOSED MODULES

The modules generally fall intotwo broad categories. One category empha-

sizes the particular topicsor expertise to be developed. The other type of

module deals rather specifically witha particular system or problem. The

following list of modules is tentativebut represents current projections.The

final offerings will dependon student interests and faculty staffing.

Topical Modules: data, information and computers; modelingand

simulation of dynamic systems; publicadministration and decision

making; oceanography; economics and publicpolicy; marine biology;

the law and consumer protection; comparativepathology.

System Modules: photosynthesis; ABM,MIRV; entropy;waves and

particles; DNA; population;energy resources; polluted systems.

If you have any questions, writeor telephone Professor. Fred Tabbutt Office #2108 Telephone (206) 753-3975 Professor Byron Youtz Office #1402 Telephone (206) 753-3965 8

BASIC COORDINATED STUDIES PROGRAM

American Studies I Two Years Three Evergreen Units Each Quarter

The program will emphasize a concept approach to the relationship of history,

art, music, literature, philosophy, and science in the development of modern

America. American Studies will be divided into four divisions, each torun in chronological fashion from the founding of the Republic to thepresent. Each

segment will be complete in itself, although studyareas will overlap as the economic, social, political, and intellectual components of each dividionare examined.

Umbrella themes for each division will be: Racism Identity Urbanization Alienation

We will read widely into the novels, poetry,prose, history, philosophy, drama, and journalism of the United States. Films and music will be an integral part of the program experience. Questions we will.address ourselves to will be searching inquiries into the nature ofour society. Is it possible to identify z who we are in our own time?What are the historic, and present, attitudes to be discovered under each umbrella topic? How racist, alienated, impacted, urbanized, and uncertain of our identity as a peopleare we? A lot?A little? All of the above? Let's find out...

The first year program will couple racism with identity. The second year will link urbanization with alienation. Since the library has acquired the

University microfilms, AMERICAN CULTURE SERIES I and II (1492-1900)and the

AMERICAN PERIODICALS SERIES, 1789-1900, students will haveaccess to microforms of little-known, or hitherto unavailable, materials asidefrom text materials, films, and other sources. Reading and writing will be closely supervised; 9

students will be expected tocarry on long-term study, or research projects, in addition to the seminar, lecture, film, andevents series of the program.

If you have any questions, writeor telephone Professor Dave Hitchens Office #2218 Telephone (206) 753-3951 10

BASIC COORDINATED STUDIES PROGRAM

Western Civilization: The Struggle for Freedom I Two Years Three Evergreen Units Each Quarter

This will be a program for students who want to readsome of the great books

of the past, along with contemporary 11.erature. It will be a program dedicated

to careful reading, good writing, and thoughtful conversation. If the life of

the intellect excites you, if you love books, ifyou want to work hard on your writing then join us.

The program will take up the old andever new problems of freedom and re-

sponsibility, peace and war, courage and cowardice, goodand evil, individual and community. We will compare democratic Athens and America, and creative

Athens and America. We will ask what manner of men and womenwere the Greeks, and who are we? What should we be and do?Why is this country called America?

What should oui rules in America be?

The best part of the program will be the books. Here are a few examples:

Homer, The Odyssey; and Nikos Kazantzakis, Zorba the Greek;Sophocles, The

Tragedies; and Andre Gide, Two Legends; Plutarch, TheLives of the Noble Greeks; and Lytton Strachey, Eminent Victorians; Plato, TheRepublic; and Franz Kafka,

The Castle. We will read Herodotus, Aeschylus, Thucydides, Tocqueville,Dos- toevsky, and Ibsen.

We will have weekly lectures, slide shows, and films. We will keep journals and use them in our creative writing. We will do individual and group research and creative projects. We will organize at leastone trip to Europe for those who wish to do an overseas project. We are planning on a lot of hard, interesting, and rewarding work.

If you have any questions, write or telephone Professor Richard Brian Office #2420 Telephone (206) 753-3985 11

BASIC COORDINATED STUDIES PROGRAM

Human Ecology One Year Three Evergreen Units Each Quarter

As its title suggests, human ecology focuses on the ecology of man, past

4- and present, rural and urban, primitive and civilized. The kinds of questions which will be explored, especially in the early portion of theprogram, include:

How have man's relationships with his enfironment.changed during his biological evolution? How has man's physical environment influenced his behavior and affected his cultures? Conversely, how has man's behavior affected his physical environment and his'cultures? What has happened to man psychologically and sociologically as he "advanced" from a non-written agrarian culture "close to the soil" to highly complex communications-based industrialized cultures clus- tered in urban settings?

Since urbanization is largely characteristic of our times, and since the area between Vancouver, British Columbia and Portland, Oregon is prone to become a megalopolis, the major focus of the pi 1gram, subsequent to the background described above, will be on the ecology of the city. How the energy.and nutrient needs and wastes are met will serve as an organizer of information: this involves such matters as transportation of foods, water, wastes, and people; the economics of managing and processing that flow; the governmental regulation thatassures that flow; and the legal processes that permit grievances and conflicts to be adjudicated. The end product of organizing the information will be to develop an ecological model of a city which can be adapted to computer use and thereby serve as a basis of both furthering understanding and permitting prediction.

The model will be developed from evidence and information gathered on a relatively simple system like the city of Tumwater and, as time and experienceper- mit, be extended to Olympia and perhaps to Tacoma and Seattle. 12

Basic information and perspectiveswill be developed inresource lectures,

films, book seminars, workshops andfield trips. As self-paced learning units are developed and/or identified theymay supplement, complement, or replace some of the more traditional modes of informationtransfer. Considerable emphasis will be placed on the developmentof investigative approaches in the natural and social sciences. It is probable that most of the researchwill be by small teams, but individualstudents will doubtless identify individual projects within the overall study.

The faculty team will consist of: an ecologist versed in human evolution; a cultural anthropologist;an economist; a psychologist or behavioral scientist, a systems analyst or a communications specialist withcompetence in computer simulation.

If you have any questions, writeor telephone Professor Edward Kormondy Office #2109 Telephone (206) 753-3975 13

BASIC COORDINATED STUDIES ..0GRAM

Mind and Body One Year Three Evergreen Units Each Quarter

One of the major problems faced by many students and bytoo few educational

institutions is the frequent lack of relevance of academic lifeto life as a

whole. This program is an attempt to integrate the two by making the object

of study the students' own lives. The superordinate. prograin goal is to help

each of us (about 100 students and five faculty members) to.arriveat a better

understanding of how our minds and bodies function, and of thoseaspects of

society that directly influence our well being; and inso doing, to learn to

live more effectively.

The more traditional academic aspect of theprogram will consist of becoming

familiar with a broad body of information directly relevantto everyday life.

This will include human biology (e.g., introductionsto anatomy, physiology, nutrition, pathology), psychology (relevant empirical findings andtheories of human behavior), philosophy (e.g., the mind-body relationship,existentialism, phenomenology) and sociology (the effect ,ofcontemporary institutions on the individual).

Concurrently, all of us will be working regard experiencing thoseaspects of our lives that correspond to whatwe are studying. Since we are equipped to sense change rather than stability, this will involve directlytapping into our own mental and physical processes, and influencing them through suchdis- ciplines as dance, Gestalt therapy,yoga, exercise, meditation, diet, etc.

As such, a major part of the study ofour lives will be through a direct and self-conscious attempt to improve them. Those interested in environmental issues might get into in-depth explorations of ecology, marriage and/orthe family, educational systems, etc. 14

Books - Books will serve as sources of both information and vicariousexperience.

Some will be read by all of us; others will be followedup in accordance with

individual interests.Figure on reading about one book each week.

Workshops The purpose of workshops will be to keep our growing knowledgefrom

outrunning our understanding. Workshop activities will range from "labs" in

which specific skills will be learned and practiced ingroups to solitary physical

and/or mental workouts. All of us will be involved in at least one workshop each day.

Movies - There are many critical aspects of life thatmay best be experienced and explored from a distance; violence, for example. Movies are particularly useful in such instances as sources of vicarious experience.We'll try to have at least one each week.

Lectures - There will be lectures. We will bring in as many interesting outside speakers as we can find and afford, to augment disciplinesrepresented by the faculty.

Seminars - We will meet in small groups regularlyseveral times a week to compare notes on where we are at and what we are learning.The success of the program rests more on the meaningfulness of this exchange thanon any other single element. Each of us will owe it to the others to be preparedto participate fully in every seminar.

Journals - A continuous daily progress report and chronicleof impressions will be kept by each of us, and will be open to all othersto read. The major written requirement of the program (though not the only one) willbe keeping it up to date.

Hopefully through this we will learn somethingof writing, thinking, interpersonal dynamics, courage and truth.

Evaluation - Evaluation shouldoccur as an ongoing process within the context of the journal. Formal evaluations based on participation inall of the pro- 15

gram's elements will be exchanged between students andfaculty members at the

end of each quarter.

If you have any questions,write or telephone either of the following: Professor Greg Portnoff Office #2403 Telephone(206)753-3940 Professor Willie Parson Office #2404 Telephone(206)753-3940 Professor Will Humphreys Office #2402 Telephone(206)753-3940 16

BASIC COORDINATED STUDIES PROGRAM

6dRoles inSociety One Year Three Evergreen Units Each Quarter

"Life for both sexes...is arduous, difficult, aper- petual struggle. It calls for gigantic courage and strength. More than anything, perhaps, creatures of illusion as we are, it calls for confidence in oneself. Without self-confidence we are babes in the cradle. And how can we genera e this imponderable quality, which is yet so invaluable, most quickly? By thinking that other people are inferior to oneself."

Virginia Woolf, A Room of One's Own

6dRoles in Society seeks a more humane answer to this question. It seeks to develop an active intellectualawareness of the roles of women and men in contemporary society, and of the problems presented by theseroles. It seeks above all to increase the sense of "personhood" in each ofus, and to help us create a culture of humanity, not just of mankind.Ultimately it hopes to reduce exploitation of any person by any otherperson.

The group of students and faculty will work together to study identityand role formation as they are shaped by the body and the acculturationprocess.

This study will be approached from the perspectives of biology,the social sciences and literature. The program would be a good choice forany student who wants a general background in social institutions or who wantsto go into a public service profession, such as teaching, counseling,,or social work.

MODES OF LEARNING

Seminars are the key to learning within theprogram. there will be two types of seminars -- book seminars and self-study scxinars.At first, participants in the self-study seminars will be separated bysex, while book seminars will be arranged so that some are separated bysex, others not, in an attempt to determine how group dynamics are affected by these two mixes. 17

At the beginaing of the third quarter, each student will spendone month working on an individual project. Possible projects include formalresearch, internships, political efforts,etc.

Several times throughout the year there will be skills workshops in"things I'm scared to do, or have been conditioned not to do." For example, there might be workshops on auto mechanics or computers for women and childcare or home economics for men.

The program's faculty will probably include a biologist, a counselingpsy- chologist, a sociologist, and a specialist in literature or thearts. Resources like films and guest lecturers .will be used whenever possibleand appropriate.

If you have any questions, writeor telephone Professor Nancy Allen Office #3516 Telephone (206) 753-3940 18

BASIC COORDINATED STUDIES PROGRAM

Learning about Learning_ One Year Three Evergreen Units Each Quarter

This is a basic program for all students. Its purpose is to explore the

nature of learning processes. Since intentional learning forms but a small part of all learning in one's life, the scope will be much broader than class-

room settings. Some questions to be considered might be: What are the dif-

ferent learning theories?How does learning take place a) in structure/ un-

structured situations?b) in institutional/non-institutional settings? c) among different age groups?d) in different organisms, particularly primates? e) in different cultures /ethnic groups in the United States? Are learning and education the same?What is the purpose of schools?How do I learn best? How can

I help others learn?What kinds of environments, both human and physical, seem

conducive to different kinds of learning?How do different people and settings affect what and how I learn?

This program will be a mixture of academic and real-life experiences.

Phase One will last 15 weeks. .During this period, different assumptions about and approaches to learning will be explored through seminars, readings,lectures, movies, and workshops. We will attempt to apply the techniques of various learning theories while we are in the process of studying about these theories.We will also work on the improvement of observation, communication and interviewing skills through the use of video- and audio-tapes and an ongoing analysis of the teaching/learning activities we are experiencing. Role-playing and observation in schools of faculty and board of directors' meetings will be usedto help prospective teachers understand better how to implement innovativeap- proaches in public schools. Time would also be taken for drawing up contracts and developing an observation-work plan for the coming internships. 19

Phase Two, lasting ten weeks, will be a combination of some internship

activity with an ongoing review of the learning observed and experienced within

that situation. The student might choose to work with some recreational program,

correctional institution, school, drop-in center, therapist, etc., withina two-

hour radius of TESC. Keeping a detailed journal will be mandatory during this period. This phase will begin with a four-week off-campus internship with seminars

once a week.The next two weeks would be spent back at TESC for evaluation,

sharing, and gaining perspective for making changes in the internshipas needed.

The following four weeks would again be spent off campus.

Phase Three, the last eight weeks, will involve sharing and evaluation of

learning strategies observed and used by the student. This evaluation might have many uses: feedback to the agency, indication of areas within himself/herself that a student may wish to focus upon for improvement, a starting point for designing better learning techniques and environments, both personally for the student, or for groups. During this period it is also hoped that some kind of pooling of desirable learning strategies will take place. One focus of such a group effort might be designing a new school or appraising some aspects of learning at Evergreen.

Although this is a one-year program, it may have the option of being continued the following year as additional internships orgroup contracts.

If you have any questions, write or telephone Professor Carolyn Dobbs Office #2601 Telephone (206) 753-3985 BASIC COORDINATED STUDIES PROGRAM

Japan and the West One Year Three Evergreen Units Each Quarter

This program is open to studentsat all levels; beginning and advanced

students are all welcome.

Most of us understand how our own culture has shaped us only whenwe exper-

ience for the first time, in thesharp contrast between ourways and theirs.

Other cultures are alternative worlds,and the people born into them experience

a unique world. We cannot understand ourselves unlesswe appreciate how dis-

tinct and unique our world is; butto do that we must move from our culture

and into that of the larger worldoutside.

The classic culture of Japanwas one of the great cultures of the Orient,

profoundly opposed to Western values. As the Japanese attempted, from the mid-

nineteenth century on, to establish a Western democracy and a Westernizedeconomy,

every level of their culture shattered and was rebuilt. Militarism: Empire:

The Second World War: The Atomic Bomb. Japan now faces, in extreme form, all

the major problems of the modern world-- the collapse of tradition, population explosion, the effects of nuclear warfare, revolution in the role ofwomen, mass industrialization, youthful 'unrest, ecologicaldisaster, but faces them in a uniquely Japanese way.

Japan and the West is a basicprogram designed for two distinctgroups of students:

1. For those students who want to study inJapan, the program will

last almost two years. During the second quarter of theprogram

these students will isolate themselvesin a total-immersion

language study program. Language study will continue through

the third quarter, and perhaps intothe summer. Their second

year they will spend at leasttwo quarters in Japan. 21

2. For other students the program will last onlytwo quarters --

fall and spring. In this time they will acquire a general under-

standing of Eastern and Western cultures. During the second

quarter, when the Japan-bound students are learning Japanese,

these other students will be free toengage in their own

specialized contracted studies.

We mean to study the whole of Japanese culture-- not just pots and Zen, but industry, politics, agriculture, family life, and historyas well. Our aims will impose a fairly tight structure, and will demand preparationand work from everyone.

STUDENTS CONCERNED ABOUT HOW THEY MIGHT USE THEIR EDUCATION ONCEOUT OF

COLLEGE SHOULD SERIOUSLY CONSIDER THE MANY CAREER OPPORTUNITIES OPEN IN INDUSTRY,

GOVERNMENT, THE DIPLOMATIC SERVICE, AND HIGHER EDUCATION FOR PEOPLEWITH FLUENCY

IN THE JAPANESE LANGUAGE AND INTIMATE KNOWLEDGE OF JAPAN.

If you have any questions, write or telephone Professor Richard Alexander Office #2410 Telephone (206) 753 -3985 22

ADVANCED COORDINATED STUDIES

Human Development II The Second Year Three Evergreen Units Each Quarter

The objectives of the Coordinated Studies program in Human Developmentwill remain the same in its second year as theywere in its first: cultivation of the student's ability to interpret his life to himself and othersin response to (1) readings in the social sciences, biology and the humanities, and (2)responsible work as a supervised intern ina local human service agency.

However, as regards its thematic component, in addition to the focuson human development in evolutionary and historical perspectives whichcharacter- ized the first year's work, the secondyear will see us focus more sharply on several problematic issues of contemporary human development,such as human sexuality, the family, prolonged adolescence, oldage, the affects of increas- ingly rapid cultural evolution on personality development.The particular issues will be chosen later this year by those first-yearstudents and faculty who plan to continue into the secondyear.

Further decisions regarding the program's structural organization-- the pacing of book and self-study seminars, the role of theinternship, films, lectures, special interest workshops-- will be made by the faculty after studying final evaluations of the first year.

Questions about how many new students can be admitted into theprogram in the fall of 1972, and what kinds of prerequisitesfor admission must be met by new students, will be announced.

If you have any questions, write or telephone Professor Richard Jones Office #3409 Telephone (206) 753-3940 23

ADVANCED COORDINATED STUDIES

Politics, Values, Social Change One Year Three Evergreen Units Each Quarter

This program is constructed around two major premises:

1. that Western Civilization is today atsome time-point in the

development of a second reformation;

2. that this second reformation is aresponse to environmental

change, and that the crisis conditions imposea time-press

which allows only decades rather than centuries,to generate

a new value system that will allow survival.

This program is grounded in the firm beliefthat rigorous analysis of the

contempoiary crisis is the surest path to the constructionof a viable future.

Hence, the program is "bookish," "intellectual," analytical,and not "action

oriented."Critical elements of the program include:book seminars, methodol-

ogy lectures, analytical papers on individual research,one-to-one conferences,

and analytical workshops.

The first quarter will be devoted to the acquisitionof analytical tools,

and the refinement and practice in the application of thesetools of a body of

a material most closely analogous to our own times: theroots and fruits of the

first reformation. These tools will be applied to Feudal Society inenvironment crisis, to the examination of thenew values generated in the pre-industrial city, along with the personality conflicts this transitionrepresented, and the behavioral response of men living in that time of crisis. The student project required for this quarter is the writing ofa play about a historical figure using the premises that Eric Erickson and JohnOsborne used in their studies of Young Man Luther. 24

The second quarter will, after a brief look at the Political,Social,

Scientific, and Psychological fruit of the reformation,concentrate upon the development of the value crisis in the environment of thelate industrial society. The required student project is the writing ofa play about the student's parents, using the Erickson-Osbornepremises.

The third quarter will concentrate on the analysis ofcurrent pronounce- ments of the "new values" contained in the "second reformation,"as well as an examination of the degree to which they complementand the degree to which they contradict the environmental constraints of the"post-industrial" society.

Attention will also be paid to impliedor stated social structures in which these values can, or are being carried out. The third quarter will culminate in the writing of a play about the student'sown life, using the Erickson-Osborne premises.

If you have any questions, writeor telephone Professor Beryl Crowe Office #1405 Telephone (206) 753-3965 25

ADVANCED COORDINATED STUDIES

Image and Idea One Year Three Evergreen Units Each Quarter

Projects and Discoveries in Social Insightand Artistic Vision--

To perceive an image is to participate inthe idea; to generate an idea is

to create an image; in a sense, image and ideaare inseparable.

What images/ideas do you have? How can you express them? How do images control our lives? Can we shape our world through images?

PROGRAM

This program is project oriented with seminarsdeveloping from and focusing upon the problems that occur in image/idea expression. Problems dealt with will range from images as documents of our lives (socialimplications) to images as art (self-revelation). Within these limits, a broad interdisciplinaryapproach is magnetic, and electronic. Specific areas of involvementare photography, photo graphics, motion picture, television,and multi-media.

The program is organized into studio workshops,seminars, demonstrations, films, lectures, and project presentations. The program is divided into one-two- or three-week units. At the end of each unit, specific projectsare presented and evaluated.

Discoveries in images/ideas willgrow out of studio work and seminars.

Seminars will be based on books, films,exhibitions, and presentations by lecturers from various fields. Books for the program will include:

Arnheim--Art and Visual Perception Boorstein--The Image Brett--Kinetic Art Eisenstein--Film Form and Film Sense Jung--Man and His Symbols Kepes--Language of Vision Klee--Pedagogical Sketchbook Langer--Feeling and Form 26

McCann--Film: A Montage of Theories Mast--Short History of the Movies Moholy-Nagy--Vision in Motion Pincus--Guide to Filmmaking Shull--The Hole Thing Skornia--Television and Society Sontag--Against Interpretation Youngblood--Expanded Cinema

Typical films seen will be Antonioni's RedDesert, Browning's Freaks,

Vidor's The Crowd, DeSica's Bicycle Thief,Riefenstahl's Olympia, Murnau's Last

Laugh, Griffith's Birth ofa Nation, Flaherty's Moana, Eisenstein's Potemkin,

Wells' Citizen Kane, Kurosawa's Rashomon,Fellini's 8-1/2, Godard's Breathless,

Bergman's Seventh Seal, Bunuel's Viridiana,Hitchcock's Psycho, Bresson's

Mouchette, Truffaut's Jules and Jim, Chaplin'sCity Lights, Ford's The Informer, and Resnais' Last Year at Marienbad.

Projects undertaken will include sound imagesequences, pin-hole photography, paper negatives, sequence photography, sound recording,camera image control,' single concept films, basic color techniques,sound editing, film editing, sound mixing, synchronous sound-film editing, videorecording, multi-media presentations, and television recording.

By design, the program stressesgroup projects in filmmaking, television production, and multi-media presentations. These collaborative arts emphasize not only the skills of each contributing artistand craftsman but also the intricate social activity needed to coordinateefforts and assure that the highest technical and aesthetic standardsare met. Individual projects are undertaken with suitable supervision andupon completion, the results are presented to the'group for evaluation.

COLLABORATIVE ARTS WORKSHOP

in the spring term, a limited number of studentswill participate in projects leading to production ofa major multi-media presentation. The primary focus will be idea-image events, projectors, andprogrammers in collaboration with the per- 27

forming:arts. This will explore the possibilities for aesthetic and expressive unity.

ADVANCED WORKSHOP

A workshop limited to twenty advanced students will be offered on individual themes throughout the year. The themes are: Documentary and Experimental Motion

Picture, fall term; Audio, Television, and Electronic Sound, winter term;

Animation and Photo Graphics, spring term. Placement in advanced workshops will be limited to students who provide evidence of mastery of basic skills for each theme.

FACILITIES

Items regularly used by students of the entire program include a color television studio, eight track sound mixing console, multi-media programmers, sound and film editing equipment, professional animation stand, synchronous recording and mixing equipment, super 8 and 16mm motion picture cameras, view cameras, 35mm cameras, a fully equipped darkroom, and a film and sound library.

If you have any question, write or telephone Professor Gordon Beck Office #2121 Telephone (206) 753-3975 28

ADVANCED GROUP RESEARCH CONTRACTS

How to be an Innovative Teacher in a Public School System Fall Quarter Three Evergreen Units Each Quarter

The core activity of this 3-creditcontract for students very much interested

in teaching in public schools will be a role-playing meeting eachweek during which the "students" will play faculty members in a hypotheticalschool and the

"instructor" will be the principal ofthat school. An attempt will be made to

create faculty meetings which closely resembleactual faculty meetings ina

"typical" American school.

After the meetings (some of which willbe videotaped), discussion will

center upon analysis of why the meetingwent the way it did, how it might have

been handled more effectively, etc. Reading material will relate to thevarious issues which will emerge from the "faculty meetings". Internships, work in actual schools, observati*of actual faculty and school board meetings,etc., will be encouraged.

If there are any questions, writeor telephone Professor Bill Aldridge Office #2216 Telephone (206) 753-3951 29

ADVANCED GROUP RESEARCH CONTRACTS

Music One Year Three Evergreen Units Each Quarter

This program is designed to provide a working knowledge and the discipline necessary for students interested in improving their facility in music. Stu- dents in the program will be able to work in a number of areas, i.e., theory, composition, music history and literature. Private lessons will depend upon available faculty. Performance participation is an important part of the program and students will be able to work with literature from western and non- western music (including rock, jazz, folk, and music from ethnic cultures).

Other areas to be implemented in the form of workshops include: the use of electronics in music -- synthesizers, modulators, computers, oscillators, as well as recording, television, and film reproduction (including music scoring and syncronization); art; literature as used with music -- opera, vocal music, music theatre, and program music; philosophy -- aesthetics; and music theatre-- including prcduction and set design problems.

If you have any questions, write or telephone Professor Donald Chan Office #1412 Telephone (206) 753-3965 30

ADVANCED GROUP RESEARCH CONTRACTS

Impact of Buddhism on-the West Fall and Winter Quarter Three Evergreen Units Each Quarter

The recent rise of interest in China and SoutheastAsia warrants a greater understanding of the major ideological forcesthat have shaped the cultures and traditions of the peoples of Asia. Because it has proven itself to be so adaptive to the variety of Oriental culturesfrom India to Japan, Buddhism is perhaps the most influential of the Asian ideologies. Furthermore, since the

Nineteenth Century, there has beena slow but steady impact of Buddhist philosophy upon Western thought and culture.The aim of this program will be to acquaint the student with the history of Buddhism,a reading of the major texts in translation, and a study of the ways in which Buddhismhas begun to adopt itself to the situation and problems peculiar to modernWestern Civilization.

If you have any questions, writeor telephone Professor Jose Arguelles Office #1409 Telephone (206) 753-3965 31

ADVANCED GROUP RESEARCH CONTRACTS

The Evergreen Environment One Year Three Evergreen Units Each Quarter

The Evergreen campus consists of almost 1,000 acres of forest land and

some 3,000 feet of saltwater frontage with tidelands. Because of its many natural features, the campus is a true outdoor laboratory.Much needs to be

learned about the plants and animals of these forests and tidelands. Informa- tion must be collected on soils, drainage, climate and landuse. The main objective of this group contract will be the study of the Evergreencampus.

Participating students will advance their knowledge of biology in threeways:

(1) Books and papers dealing with contemporary ecological issuesand research would be read by all students and discussed in weekly seminars. (2) Workshops designed to teach practical skills (such as small mammalcensus techniques, byrd population counts, bird identification, plant identification, surveying, computer programming, insect collection and identification). (3) Small teams of two to three students each will develop andcarry out field research on some aspect of the natural history of the campus. It is expected that students coming into the program will have a basic background in biology. Since field work often requires work at odd hours and cn weegendS, and since the weather at times can be unpleasant, only those with a strong desire toget involved in this type of work should consider this program. A student may register for one, two or three quarters.

If you have any questions, write or telephone Professor Steve Herman Office #2416 Telephone (206) 753-3985 32

ADVANCED GROUP RESEARCH CONTRACTS FOR 1972-1973

A group research contract mivally means that approximatelyfifteen advanced

students and a member of the faculty will spend anywherefrom one to three quarters

working together on a single problem eitheron the Evergreen campus or in the field.

If you are currently enrolled at Evergreen andhave already collaborated with

the faculty designer in organizing thegroup research project, then you will be

given the first chance at enrolling in thesesmall and select programs.

If you are a new student, attending Evergreenor the first time this fall,

then do not count on the possibility of signingup for a group contract. The

chances will either be very slim in mostcases or nonexistent. If the group

research contract idea appeals toyou then be patient, you will be able to help

organize one in your second or thirdyear at Evergreen.

Here are the Advanced Group Research Projects:

Music Ceramics

Impact of Buddhism on the West Native American Field Studies

The Evergreen Environment Man and His Recreational Environment

How to be an Innovative Teacher Whole System Earth: in a Public School System Context and Content for Future Planning and Education A Year in Sweden Theatre Arts: from Script to Stage Pest Population Management Personal, Group, and Organizational Change Studies in History and Culture: Europe and the United States Alaskan Pipeline Since the Late Eighteenth Century Europe: Study Abroad A Year in Mexico At and Environment

We will assign currently-enrolled students togroup research contracts on a first-come, first-served basis, so thesooner you turn in your *form, the better.

Here am the descriptions of the Group ResearchContracts; 53

ADVANCED COORDINATED STUDIES

Life on Earth: Past and Present One Year Three Evergreen Units Each Quarter

Life began in some shallow sea on earth, perhaps three billi.n ydarsago.

From that time, many lines of evolution have led to the diversity ofspecies

and the complexity of life processes we presently observe.Throughout the

history of life, successful and not-so-successful evolutionaryexperiments have

occurred. They can be deduced from the forms and functions of modern species

and from the geological and fossil records.The reconstruction of the history of life and its environments, which is the subject of thisadvanced coordinated

study, requires a search into all facets of biology, paleontology, andthe geology of sedimentary rocks. We shall concentrate on marine, estuarine and fresh- water organisms and habitats which provide the most extensive historicalrecord.

The content of the program will be integrated studies in the life and earth sciences. Concern will primarily be focused at the organism level of organization -- how the organism lives, how its life is integrated withthe demands of its environment, what we can deduce about theanswers to these questions as they pertain to fossil organisms. This emphasis is not to be construed as systematically eliminating study of organisms at other levels (e.g.,cell and population). Rather we will seek the meaning of studiesat those levels for the organism, because it is the organism which is subjectto the process of natural selection.

The prIgram will emphasize practice as the basis of theory. We expect about 30% of the student's time will be spent in field, lab,and library research, with only 20% of the time spent in discussion,lectures, etc. Students will undertake numerous small projects during the.tuarter, ranging from short standard- type exercises such as dissections, identification of samples fromthe field, 34

taking different kinds of measurements,etc., plankton surveys--what is present,

in what quantities, at what times of theyear; measurements of physical para-

meters of the environment over a quarter or through theyear; settling studies- -

setting out substrates and counting organismspresent after given times; extended

metabolic adaptation studies, etc.

We expect that students, at the end of theyear, will know a variety of field

and laboratory techniques and experimentalapproaches to subject matter; will have

some familiarity with organisms of the aquatic environment,their ecological and

evolutionary (taxonomic) relationships, and theirphysiology and behavior; will

have learned through frequent practice howto write a scientific paper; will

know how to use the library and havea habit of reading journals.

Students must have previous science backgroundto enter this program. At

lea tome high school science is prerequisite, butmore experience is recom-

mended. Students with background derived fromcurrent Coordinated Studies (Ever-

green Environment, Environmental Design, Political Ecoldgy, Causality)would be able to handle the work. Familiarity with any of the following would be desirable, but not essential: basic chemistry and physics, evolution, genetics,:ell biology (elementary), calculus, statistics, organicchemistry, physical chemistry.

Students leaving this program should be readyto contract for independent research projects in organism biology or` earth sciencewith either a field or laboratory orientation, or could go on to takeup further advanced Coordinated Studies such as chemistry/biochemistry/cell biology; matter andenergy; the ocean; brains and other information processingdelices; history ofthe earth and universe, etc.

The progr'tm would be an approp_iate choice forstudents preparing for careers or raduate school in Fife op eart!; sciencesor related fields.

If you have any questions, writeor telephone Professor Linda Kahan Office #7405 Telephone (206) 753-3940 Professor Peter Taylor Office #3514 Telephone (206) 753-3985 35

CONTRACTED STUDIES FOR 1972-1973

If you are an upperclassman and hope to start with an individual learning contract, then remember that you must have a particular project well in mind and we must be able to find an appropriate sponsor and the necessary resources before we can approve an individual contract for this fall. To protect yourself against disappointment, do two things: first, select three Coordinated Studies programs that will be exciting and rewarding for you if you do not get signed up in Contracted Studies; secondly, write a carefully thought -out description of the project that you wish to pursue. Use the sample learning contract on the next page to help sharpen your ideas.

Here are the areas in which we may be able to provide Contracted Study:

Code Code No. Area No. Area

75 Biology 88 Photography

76 Botany 89 Video Production

77 Zoology 90 Art History

78 Ecology 91 Visual Arts

79 Oceanography 92 Linguistics

80 Astronomy 93 American Literature

81 Physics 94 English Literature

82 Earth Science 95 Comparative Literature

83 Chemistry 96 Creative Writing

84 Computer Science 97 Theatre Arts

85 Communications Theory 98 Music History

86 Mathematics 99 Music, Applied

87 Film History and Criticism 100 Education 4 36

101 Economics 107 Anthropology 102 Business 108 Ethnic Studies 103 Political Science 109 History 104 Sociology 110 History of Science 105 Psychology 111 Philosophy 106 Counseling

COOPERATIVE EDUCATION INTERNSHIPSFOR 1972-1973

The Office of Cooperative Education may be ableto provide internships

through individual learningcontracts in these areas of interest:

The Sciences Business

Computer Science Law Corrections Public Administration Counseling Management Juvenile Rehabilitation Political Science Medical Technology Recreation Mental Health Graphic Arts Education Advertising and Public Relations Communications and Media Community Organization

If you have any questions,write or telephone Kenneth A. Donohue Office #3223 Telephone (206) 753-3959

INDIVIDUAL LEARNING CONTRACTS

Good learning contracts at Evergreen should develop fromacquaintance with specific faculty and from a student's capability for doing specialadvanced work. Think about it.

If you have any questions,write or telephone Charles B. Teske' Office #1608 Telephone (206) 753-3414 37

SAMPLE EVERGREEN STATE COLLEGE LEARNING CONTRACT

Name Last First Initial

Short Title

Faculty Sponsor Units of Credit

-.. Additional help if essential to the contract

Beginning date Approximate date of completion

Puiposes:

Previous experience:

Activities under this contract:

Support to be provided by the sponsor:

Results projected: i:

Methods of Evaluation:

Does this contract require special resources? If yes, attach explanation.

Student's signature Date t i Sponsor's signature Date 38

ADVANCED GROUP RESEARCH CONTRACTS

A Year in Sweden One Year Three Evergreen Units Each Quarter

Beginning in January 1973, fifteen studentsselected on the basis of

their desire and ability to study deeplysome area of Swedish society, will

spend two terms in intensive study ofthe Swedish language and culture while

at Evergreen, They will then spend oneyear in Sweden (starting in August 1973),

studying their particular interests inthat society. Examples of aspects of

Swedish society which may be studiedare literature, mythology, political

structure, educational system, care of the aged,science, history, etc.

Operating out of a location in centralSweden, each group member will take trips (about two weeks in length)gathering information about hisarea of interest. All members will then meet for aboutone week at the central location to share their experiences andinformation. This procedure will be repeated all year, allowing=each participant to experience Sweden in depth. It should be emphasized that this isnot simply a learn-by-traveling experience.

Sweden is both subject matter andclassroom, and each student will be pursuing serious study of some discipline in whichhe is interested. A final quarter of this 2-yen- contrac gill be spent at Evergreen preparing materialsbased on the experience.

If you have any questions, please writeor telephone

Professor Bill Aldridge Office #2216 Telephone (206) 753-3951 39

ADVANCED GROUP RESEARCH CONTRACTS

Pest Population Management One Year Three Evergreen Units Each Quarter

Pest Population Management will deal with ways of controlling plants and animals responsible for economic loss and disease. General studies will include an examination of main and side effects of pesticide practices, biological control techniques, and other existing control methods. A survey -- via reading, films, guest lectures and field trips -- will be made of species causing major medical and/or economic problems on state-wide and national scales.

Studies in population dynamic theory, sampling statistics, genetics and general chemistry will provide the foundation for exzensive field and laboratory work within the program.

Each student will make a specific application of knowledge acquired by conducting an investigation of at least one pest species selected by himself

The final product of this study will be a compendium of papers summarizing the necessity for control of the pest, the effectiveness and side effects of current control practices, the potential for ccntrol via techniques studied through the year, and a recommendation for a control policy optimally com- patible with economic reality and ecological sanity.

If you have any questions, write or telephone Professor David Milne Office #2107 Telephone (206) 753-3975 40

ADVANCED GROUP RESEARCH CONTRACTS

Studies in History and Culture: Europe and the United States Since the Late Eighteenth Century One Year Three Evergreen Units Each Quarter

Studies in History and Culture will be an intensive historical andcompar- ative examination of recent Western civilizations. Philosophy, science, litera-

ture and other arts, architecture, politics,social structure, and social thought will be explored in order to diScover the histortal interplay ofideas and

institutions and the implications ofthis historical-culturalprocess for the preSent.

Students interested in electing thisgroup contract for next year will want to know that Studies in History and Culture came into being largelyas a result of conversations with students desiringa rigorous program. of work in modern Western Civilization. The aetiVitieS-for theyear are accordingly designed to meet this specific needin.Evergreen students.

If you have any questions, writeor telephone Professor David Marr Office #2220 Telephone (206) 753-3951 ADVANCED GROUP RESEARCH CONTRACTS

A Year in Mexico One Year Three Evergreen Units Each Quarter

In this program, the students will study in Mexico, ina simulated environ-

ment whenever authenticity is not possible. After two weeks of orientation and

planning at Evergreen, the program will move to Mexico where theancient civil-

izations of the Mayas and Aztecas shall be studied: their art, culture, religion,

philosophy, archaeology, sociology, politics, astronomical and mathematical

systems, and their advanced agriculture.

Then, through environment, study readings, research, lectures, discussions

and field assignments, students and faculty alike will re-live theexploitation

of the Axtecas by the Spaniards, and move on in this "snowball experience"

to the consequent War for Independence .nd the Revolution, each time witnessing

a particular period in the history of Mexico. The influence of the Spanish

and French on the music, culture, religion, language and politicsof the :,exican

people will also be studied as the students experience theirway through the

history of these people to the development of a modern Third World Nation,aml

the contribution of the Chicano. Consideration of future developments shall

also be made. This order of experience will hopefully also provide migrant

experience beginning in the Soth.hwest of the United States and working itsway

to Washington.

It is anticipated that the program will begin its study in Merida,work

its way along the Gulf of Mexico and then jut down to Monte Alban beforegoing

north on to Cuernavaca, Mexico City and other surrounding cities wherethe

ancient civilization of the Aztecas, the War for Independence and theRevolu-

tion can be experienced. The program will then work its way nortecnd eventually witness the Chicano migrant experience as the b'order is crossed andthe

migrant route from Mexico to Washington is followed. . 42

The students participating in this program are encouraged, with.the help of the faculty, to explore their individual fields of interest inMexico and

then share their knowledge with themembers of the program, Evergreen and

various interested communities via presentations, essays, reports andposition papers.

Study will take place in variouscolleges and communities throughout

Mexico, as well as through field trips and working /living arrangements. Con- . tact will be made with various pensiones, youth hostels and colleges forplaces in which to gather. There is no language requirementfor the prospective

student in this program; but, studentsare encouraged to learn some Spanish

before going to Mexico.

This program is oriented to give the student a greater appreciationof multicultural diversity, and a more clearly defined and articulate basefor responding to the world today.

If you have any questions, writeor telephone Professor Medardo Delgado Office #1413 Telephone (206) 753-3965 43

ADVANCED GROUP RESEARCH CONTRACTS

Ceramics One Year Three Evergreen Units Each Quarter

The program is aimed at acquiring knowledge of the ceramic arts, and

mastering skills and techniques. The whole range of ceramic process will be

covered, forming, glazing, kiln building (as temporary facilities permit), and

firing. Work will be done at all temperature ranges, and begin, with a 3-week

workshop in-Raku Pottery.

There will also be emphasis on ceramic traditions, and ceramics as a

source of art history. Weekly seminars will include slides, films and student presentations. Each student will be expected to research a ceramic tradition.

This program will demand a strong commitment of time and physical energy:" -

There will be a small lab fee to cover materials.

If you have any questions, write or telephone Professor Peggy Dickinsdn Office #2212 Telephone (206) 753-3951 ADVANCED GROUP RESEARCH CONTRACTS

Native American Field Studies One Year Three Evergreen Units EachQuarter

This advanced group contract will offer an opportunity during1972-73 for intensive learning experiences in the Native American'slife style, education, medicines, religions, economics, and attitudes towardall of the above- mentioned with heavy comparative emphasis of on- and off-reservationgroups in both rural and urban settings. Examples of contactsare tribal council, urban Indian action groups, and Indian student unions on collegecampuses.

Many parts of the country will be observed and all ofour learning experiences examined. To have these experiences, theclassroom must be the Northwest and Southwest United States with our roles being that ofsocial economically equal human beings rather than affluent studentsaviors. The first few weeks of the fall will be devoted topreparatory work at TESC, followed by the rest of the winter months in SouthernCalifornia, Arizona, and New Mexico. As the weather permits:we will migrate north into Oregon, Washington and then back to TESC for final compilation ofour field trips, materials and finalevaluations.

In this collective learning experience; the group may divide intosub- groups according to student interest. The group as a whole will meetonce weekly and hold seminars centered aroundbooks suchas these: Book of the Hopi, Native

Americans, The New Indian Resistance,Custer Died for Our Sins, A Century of

Dishonor, The:Teachings of Don Juan, A Separate Reality. Theseseminars will also provide a forum for interchangeof ideas and observations basedon the student's day-to-day journals, field notes, Native American publications,etc.

If you have any questions, writeor telephone Professor Darrell Phare Office #1415 Telephone (206) 753-3965 45

ADVANCED GROUP RESEARCH CONTRACTS

Man and His Recreational Environment One Year Three Evergreen Units Each Quarter

This is an advanced Contracted StudL:s, three quarters in length. Group members will study how changing work and recreation patterns in our country have affected the utilization of recreational land in the Western United States,

Baja California, and Northwest Mexico. Academic work in this contract will consist of readings, weekly seminars, and visits by and with private and public recreation officials. The winter quarter is planned for field work. Students who would be unable to participate in the field experience would be encouraged to seek an internship. This contract is oriented towards understanding a problem in our society, and hopes to enable those who can bring more resources to bear on its solution or amelioration (private and public recreation officials), to understand it more fully.

If you,have any questions write or telephone Professor Paul Marsh Office #2205 Telephone (206) 753-3951 46

ADVANCED GROLP RESEARCH CONTRACTS

Whole System Earth: Context and Content for Future Planning and Education One Year Three Evergreen Units Each Quarter

Technologists, ecologists, social scientists and other professionalsare actively examining social, political, and economic trends witha view to understanding the meaning of these trends for the future of the world andits in- habitants. The technologies these professionalsinvent to cope, the values they view as worth reinforcing, and the credence lent to theirpredictions by decision-makers will significantly shape the world in which studentslive and with which they will deal as they become teachers and decision-makers. This contract, therefore, is designed to examine trends (and those who makeit their business to study trends) inenergy, economic, political, social, communication and other systems and particularly examine what these trendsand studies mean for contemporary and future education andplanning. Students will be expected to participate in book seminars, workshdps and debates and toprepare readers for other contract participants around areas of particular interestto them. A major thrust of this contract will be to communicateour understanding of trends and possible futures to other Evergreen students so that theycan design their education around a set of coherentassumptions about the future.

If there are any questions, writeor telephone Professor Lynn Patterson Office #2415 Telephone (206) 753-3985 47

ADVANCED GROUP RESEARCH CONTRACTS

. Theatre Arts: from Script to Stage One Year Three Evergreen Units Each Quarter

The following group contract involves the student forone academic year:

(1) participation in seminars, (2) intensive readingin the area of theatre

history, scripts, and "theatre artists throughout the ages," (3)play inter-

pretation and the promptbook, (4) special projects emphasizingacting, and

directing, (5) active part in productions at Evergreen. Each student will de-

vote the first two terms to basic studies, utilizing the third termin an

area of his special interest.

If you have any questions, write or telephone Professor Ainara Wilder Office #2603 Telephone (206) 753-3985 48

ADVANCED GROUP RESEARCH CONTRACTS

Personal, Group, and OrganizationalChange One Year Three Evergreen Units EachQuarter

This group contract for 14-16 studentswill focus on the dynamics of planned

change, with an emphasis on interpersonal communication,group dynamics, and

systems theory dealing with ongoing organizations.P;pects of individual,

group, and organizational psych..logy will bestudied intensively through reading,

writing, and experiencing throughextended internships.

This is an advanced program. Students should be well-grounded inpsychology and/or social sciences, and ideally have had some experiencein.counseling or working with groups. It is also hopeful that studentsin this contract have working with individuals, group:, or organizations as a career goal, forthis contract, while not preparing a student to 'becomea consultant, will be good preparation for graduate work in thisfield.

If you have any questions, writeor telephone Professor Ted Gerstl Office #2412 Telephone (206) 753-3985 49

ADVANCED GROUP RESEARCH CONTRACTS

Alaskan Pipeline One Year Three Evergreen Units Each Quarter

This is a study of the history, politics,economics, sociology and ecology of the Alaskan Pipeline. Descriptipn: .(1) three months' preparationon campus from September to December. This time will be used for students to familiarize themselves with general background 'materialon the Pipeline, while also preparing to specialize within a specific discipline; (2)three months' field study, including part-time work with constructioncrews anywhgre between Prudhoe

Bay and Valdez. The student will be required to conduct pre-arrangedinterviews with oil company personnel, union leaders, localpoliticians, a number of environmental groups and last, but not least, "the natives" ofAlaska.

The size of the group will be restricted to between15 and 20 advanced students. It will be open to students who can accept "hard, down-to---earthwork," don't mind getting their hands dirty, andcan live in below zero conditions in isolated areas.

If you have any question, writeor telephone Professor Peter Robinson Office #3221 Telephone (206) 753-3975 50

ADVANCED GROUP RESEARCH CONTRACTS

Europe: Study Abroad One Year Three Evergreen Units Each Quarter

The TESC Europe Study Abroad Group Contract will departfor Europe during

the first week of September 1972. The main purpose-of this program is to

allow each student the flexibility of determining,formulating and pursuing an

individual contract of studies approved by thefaculty sponsor(s) involved.

While one of the main features of thegroup contract is to enhance the direct knowledge of linguistic experiences, faculty sponsor(s)involved are to assist

in the acquisition of intellectual disciplines inother areas of study; e.g.,

Music, Anthropology, History, Philosophy, Literature,etc. Participation in intensive total emersion language seminars duringthe spring quarter, 1972, is a prerequisite. These seminars will also include for each countryvisited:

(1) ethics, (2) politics, (3) customs, (4)history/culture, (5) economics, and

(6) general preparation.

If you have any questions, writeor telephone Professor Cruz Esquivel Office #1410 Telephone (206) 753-3965 51

ADVANCED GROUP RESEARCH CONTRACTS

Art and Environment One Year Three Evergreen Units Each Quarter

This group will study symbols, forms and rhythmsas expressed in primitive,

occidental, oriental, and contemporary cultures. It will ask such questions

as: Are there universal symbols? And what is the relationship between man's

environment and his creative expression?

Our methodology combines the conceptual, practical, andprocess approaches to art. Our approach includes the creative use of resources at hand in the local and regional community-- museums, galleries, lectures and practicing artists. We plan to create special presentations whichexpress the results of our investigations into these questions through a variety of media, to be shared with the community.

If you have any questions, write or telephone Professor Peggy Dickinson Office #2212 Telephone (206) 753-3951

Now read the section on new monthly rental rates for on-campus housing and then fill out theprogram preference questionnaire. Be sure to use the "index" when filling in titles and code numbers. 52

NEW MONTHLY RENTAL RATES FOR ON-CAMPUSHOUSING

Dear Student:

I am taking this opportunity to provide you with supplementaryinformation regarding on-campus housing accommodations which was not available atthe time the catalog went to press.

To begin with, the monthly rentalrates for 1972-1973 are:

$70.00 for a four-student modularduplex apartment; $68.00 for a five-studentapartment; $66.00 for a two-, three-,or four-student apartment; $64.00 for a one-student studiounit; and $60.00 for a two-student studio unit.

Students housed in studio unitsare expected to utilize the food plan,

inasmuch as the community kitchens are available only for group meetings,etc.,

and not for everydayusage.

Next, the monthly rental agreementcan now be canceled at any time of the month by filling out an Intent.:to-Vacate form at least thirty daysprior to the date you wish to move out. (Previously, the Agreement could becanceled only at the end of a month.)

Finally, there will be a floor manager on each floor of theapartment com-

plexes (excluding the modularduplex units). This will result in increased

efficiency in resolving maintenance problems, and provideyou with a readily avail-

able contact person to assistyou in housing-related problems.

Undoubtedly, other changes will occur before the advent of Fall Quarter,1972. In those instances, I will take action to informyou; in the interim, should you have any questions regarding on- or off-campus housing accommodations,please write or call me at (206)753-3129.

Sincerely yours,

Gerald G. Burke Director of Housing