Intermediate level independent study project. Typically, an independent study at this level builds on earlier work in this content area or with this topic. With the guidance of a faculty sponsor, the student developed a proposal identifying learning objectives related to the specific topic area. The proposal also described the resources necessary to complete the study and the criteria for demonstration and evaluation of learning. Students propose and register individually for the Independent Study through Web4U. Additional documentation about the specifics of this project are available online at http://www.wwu.edu/fairhaven/academics/isp/isp_instructions.shtml
Rowe (3 credits)
This course presents the cultural background and history of some American Indian celebrations. We will meet weekly to see videos, discuss short readings and to share, seminar style, what we have learned from our individual research. Guests may share their stories and provide insights. On selected Saturdays (see dates below) we will travel by public transportation, carpool, canoe, or horseback to Native celebrations in the region to observe and learn and enjoy. Students will arrange to attend "doin's" of their choice to meet the total hours required. Contacts will inform on such aspects as slahal (stick game), dress, dance and Native community initiatives.
Students will write short response essays on readings, videos, and events. Each student will select a theme or topic for an individual research project involving library research, course materials, and possibly experiential learning. They will share their findings with the seminar at our final meeting/potluck.
The class will meet on Tuesday and Thursday afternoons every week beginning June 19 with the final meeting on July 26. We will meet from 5:00 PM to 7:00 PM at Fairhaven College to share videos, lectures, and discussion. The experiential learning portion of the class includes car pooling and traveling to celebrations in the area and observing such themes as music, dance, regalia, management, and protocols. This will support students' individual research projects in those areas or some other that they have chosen. A list of celebrations and dates will be available in the future.
Bower (5 credits)
Course dates: 2-4:50 pm on August 7 and August 9, Camping trip is August 12-17.
Learn about the natural history and ecology of the Pacific Northwest through a six-day camping trip to the Olympic Peninsula. We will camp in the beautiful Hoh rain forest and along the coast of the Strait of Juan De Fuca, and visit many spectacular natural areas in the Olympic National Park. We will study the Elwah River dam removal project, hike in the majestic Hoh rain forest, explore mountaintops at Hurricane Ridge, watch sea lions and puffins at Cape Flattery, have an evening dinner at Rialto Beach, and spend an morning studying inter-tidal ecology at Tongue Point. We will also visit the Makah Museum, the showcase of Makah traditional culture using artifacts recovered from a coastal village that was buried in a landslide 500 years ago. We'll be busy, but there will also be time to relax in the forest and at the beach, watch shooting stars from the side of a wild river, visit the Olympic hot springs, and play music around the campfire.
The goal of the course will be to learn about Pacific Northwest natural history, ecology, and environmental issues through hands-on experiences. Students will learn plant and bird identification, and will study old growth and secondary forest plant communities through two short group scientific studies. In addition, students who wish to can receive instruction in nature photography. The course satisfies either Fairhaven 206 or the upper level Fairhaven science core course requirements and may act as a Huxley College or Biology elective with permission of your advisor.
The course will be taught by Dr. John Bower, a field biologist who specializes in ecology, animal behavior, and ornithology at Fairhaven College. For more information, contact John at 650-7217 or via e-mail at John.Bower@wwu.edu
Burnett (4 credits)
To see what a "culture of sustainability" might really look like, pay a visit to Bellingham, Washington, recently named by the National Resources Defense Council as the # 1 "smarter" small city in the United States. -- Worldwatch Institute,--2010: State of the World: Transforming Cultures.
In this course we will fan out across our community, with forays into the County, to interview local farmers, orchardists, craftspeople, restaurateurs, brewers, business people and government officials to record their stories as they pioneered an economic development strategy that is radically different from the traditional preoccupation with attracting and retaining global businesses. Bellingham has focused on nurturing its local businesses and organizing them into a powerful collaborative network to rebuild the community economy from the ground up.
How did we get this way? Who was involved, and what happened along the way? What were the pitfalls, the roadblocks, the frustrations-- and what were the triumphs? What are the prospects for the future?
We will gather as many personal interviews of these local pioneers as possible, take photos of participants, and add to a blog of these personal accounts that was started last summer. This blog may find many uses, both within the local community and in outreach to other communities engaged in similar transformations. In addition, we will read numerous articles on sustainable Bellingham, and discuss the issues, challenges, and value of this movement, locally and globally.
Participants will gain skills in interviewing, editing, and compiling a small on-line publication, investigate the issues of sustainable community building, and come to an insiders view of the workings of Bellingham and environs.
Texts: Selected readings available on Blackboard
Requirements for Credit: Active, informed participation in class discussions and activities, interviewing two Bellingham community members, and collaboration in preparing a blog of interviews and other materials for community use.
Feodorov (4 credits)
This course is taught in Seattle
With the recent Occupy protests forcing the subject of corporate money and political influence into the mainstream, more and more people have become aware of how corporate interests shape political policies that affect communities, the environment and even individual world views. What roles has art played within this discussion?
In this course we will consider numerous works by artists and theorists who address the relationships between art, popular culture and consumerism. We will examine how artists have historically participated in and responded to Western popular culture; either as a celebration of its democratic and communicative potential, as a form of resistance and social critique, or as a way of initiating social change through awareness, intervention or even revolution. In addition, we will investigate issues surrounding Globalization and why and how many non-Western cultures resist the intrusion of Western values into their societies.
Students will create three art projects that correspond to issues discussed in class. We will also explore various art-making strategies through in-class workshops and perhaps even a couple of field trips. In addition, students will be responsible for all assigned readings, turning in discussion points, and participating in class discussions and feedback sessions. Student will also need to provide various art supplies specific to their chosen projects. The instructor will also have some on hand.
Credit and evaluation: Credit is based upon regular and punctual attendance, active informed participation in class discussions, and timely completion of assignments and projects. It is imperative that each and every student participates and completes the assigned readings in a timely manner. The course is organized around informed discussion. Students are required to demonstrate verbal as well as written evidence of engagement with the course material. Students are also expected to share their studio projects during group feedback sessions and to participate in discussions about their artwork.
Nichols (3 credits)
"You can discover more about a person in an hour of play than in a year of conversation." - Plato
"Adopting the right attitude can convert a negative stress into a positive one." - Hans Selye
We live in stressed out times, with stress and the stressors increasing. In the 1930's Hans Selye coined the term "stress" and since then has it become common verbiage throughout the world. Today it is very well researched and has come to the fore as one of the leading causes of obesity, disease, and death. Research has linked many societal issues such as rapid technological change, societal imbalances, race, class, and gender to how stress can become toxic to specific populations and contexts of experience. Using the latest research we will explore, some important questions. What are the physiological processes of stress? When is stress positive and when does stress become dangerous? What are the effects of societal stressors and imbalances? How do we as individuals respond to stress? Do you know what your physiological symptoms are in chronic stress?
Research has also exposed successful remedies and age-old strategies to neutralize high levels of stress; one of the most important of these is PLAY! With recess being cut from schools throughout the nation, the topic of play has become an important discussion. Utilizing the latest research, we will examine play throughout the mammalian world and reflect on our own patterns of play. We will explore the necessity of play in cognitive development, creating empathy, and as one of the important places children practice and learn conflict resolution. Through discussion and experiential inquiry we will seek to understand the importance of play and its place in our lives as individuals and in our society. We will utilize the topics of stress and play to help us take our inquiry deeper to ask these questions. What are the connections between stress and play? What does our society's relationship to stress and play reveal? How is play and stress related to health and well-being? Will our research expose unbalance in the distribution and access of stress and opportunities for play?
Texts required: "Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul" by Stuart Brown M.D. and "Why Zebras Don't Get Ulcers" by Robert Sapolsky. Also an assorted collection of journal articles to be determined.
Credit/Evaluation: Informed and regular discussion, participation in experiential learning, and regular attendance. Weekly stress and play journals. Bi weekly reading questions. Four collaborative tests, using flash cards on the science of stress and play. A personal Wellness plan. One 5-7 page research paper on a topic of your choice relating to our inquiry.
Fish (2 credits)
Prerequisites: FAIR 370P
This class will give students with advanced recording experience the opportunity to record and mix on an industry standard Pro Tools HD system. Students will enhance their knowledge of Pro Tools and learn how to use this software in conjunction with a large-format analog mixing console. Students will be expected to conduct at least two recording/mixing sessions throughout the quarter and prepare a final mix for in-class critique. Students will also learn how to properly configure Pro Tools HD hardware and software components, how to setup session templates and how to utilize each component of an HD/analog system. Digital and analog mastering topics will be introduced. Each student will master their projects with Fairhaven's mastering software and equipment.
Texts: Reprinted materials.
Credit/Evaluation: Projects will be evaluated throughout the quarter by the instructor and the other members of the class.
Tag (5 credits)
We will explore the writing of nature, the nature of writing, nature's ways of writing, the writer's nature, the literary genre of nature writing, and what it means to be creatures of nature who write. The paths we will follow (or make) will be shaped by our readings, our writing, our discussions, our field excursions, and the continued presence of oxygen, water, earth, and sunlight (without which no course, nor university for that matter, would be possible). This is primarily a creative writing course, but each of you may also "write" nature through other mediums, such as drawing, painting, collecting, photography, song, recording, walking, and perhaps even cooking and eating. The point is to experiment with what it means to write nature, and to explore the limitations and illuminations other mediums bring to language and words.
Texts: THE PEREGRINE, by Baker; BLACK NATURE: FOUR CENTURIES OF AFRICAN AMERICAN NATURE POETRY, ed. by Dungy; ALL THE POWERFUL INVISIBLE THINGS: A SPORTSWOMAN'S NOTEBOOK, by Legler.
Coulet du Gaard (4 credits)
This course focuses on the basics of grant writing, including researching and seeking funding sources; reading and interpreting funding guidelines; developing and refining proposals, and tricks of the trade. Development of individual grant proposal required.
Do you think of writing grants as begging for money? Do you have fears around money? This workshop will help you think of grant writing in a different way. Learning to prepare a good proposal allows you to help granting agencies find a way to spend the dollars they are required to spend to meet their own missions, either legislative or for tax related. You need the money. They need to spend it. Your challenge is to find a match between your need and theirs, and to persuasively articulate that match. In this workshop you will learn the basics of writing proposals to funding agencies, including how to find appropriate funding sources, how to read and interpret funding guidelines, funding restrictions, the steps for developing and refining proposals, including the budget. It is highly recommended you have identified a project and an agency before the course begins.
Texts: WINNING GRANTS STEP BY STEP by Carlson; STORYTELLING FOR GRANTSEEKERS by Clarke; and GUIDE TO WRITING A FUNDING PROPOSAL by Levine, http://www.learnerassociates.net/proposal/. Other assigned readings on Blackboard.
Credit/Evaluation: Participants will be expected to develop and submit a grant request and a proposal to a foundation or other source of funding by the end of the course. These proposals might be directed toward funding your own work, or might be related to the work of a community non-profit agency. Attendance is critical. Evaluation will be based on participation in class exercises on a regular basis, the quality of feedback given in peer reviews, and the quality of the final proposals. I keep a daily log on attendance, participation, and required writing.