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WWU / Fairhaven College of Interdiscipinary Studies

Fall 2013 Courses: 100-200 Level

41298 | 101A Introduction to Interdisciplinary Study

McClure (1 credit)


Materials Fee: $ 14.32

Prerequisites: admission to Fairhaven College


Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. Most of you haven't experienced an educational system quite like Fairhaven. We get to show you the ropes. Fairhaven's Advising Coordinator and a cadre of savvy, energetic peer mentors aim to help you experience that vision and show you the ropes. We'll be a big group, by Fairhaven class standards, with all 90 of you new students who begin Fairhaven’s program this Fall. Our class activities will include a college orientation retreat, small group workshops, introductions to Fairhaven resources and people, community-based activities and individual advising. We will de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; Independent Study, Interdisciplinary Concentration, Narrative Evaluations...) and share the essentials you need to proceed toward your chosen major and take charge of your education.


Texts: Materials to be provided.


Credit/Evaluation: This Fairhaven College Core Class is a graduation requirement. Award of credit will be based on documented participation and written assessment in all of the required class meetings and required workshops outlined in the syllabus as well as submission of a narrative self-evaluation. We expect your curiosity, your playfulness, your active engagement, your collaboratory spirit. We hope the learning outcomes from FAIR 101a would include understanding resources, degree pathways, requirements and pedagogy that are the mission and practice at Fairhaven College of Interdisciplinary Studies.


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44295| 175a Self, Socializing and Service

Bornzin/Soloff (3 credits)


This is a student-led course taught by Senior Dani Soloff and supervised by Dr. Gary Bornzin.


This course functions as a Social Engagement Training Program for students transitioning into college life. As all of us facing more stress from academics, family, friends, and society, many of us experience normal states of anxiety, depression, and other mental and emotion challenges. With digital mediums of communication becoming our primary source for ‘deep’ check-ins with family and friends, our ability to connect with people new and old is tarnished. In this seminar, we are all invited on a journey to better witness ourselves and expose the tensions of our daily lives. Our efforts will enhance our awareness of self and socialization. By participating in this course, you will be empowered to advance your own social integrity, the well-being of others, and your service to society. We will gain and practice skills in personal sustainability and social resiliency. This course will explore topics in Individual and Community Health, Resiliency, Empathy and Social Affiliation, Relationships, Peer Health Education, Leadership, and Social Niche. You will survey your emotions and states of being throughout the quarter, explore personal and social techniques for finding balance, and better understand yourself, how you best relate to others, and how you can honor yourself while engaging in society. You will increase their self awareness, experience, reflection, and understanding of the theories and strategies presented in this course as the first steps toward becoming more resilient to and engaged in life.

By the end of this course, students will be able to:

• Establish a positive social environment for learning and practicing skills.

• Empower students to socialize with peers.

• Build an awareness of self-purpose and self-care.

• Inspire students to build and hold positive and supportive social contact.

• Normalize emotions and moods. • Explore the physiology of stress.

• Explore the physiology of social contact.

• Expand comfort level in socializing.

• Build confidence in self, socializing, and service


Texts: No Required Texts. Selected text will be available on CANVAS.


Credit/Evaluation: For full credit, each student must have consistent and timely attendance and be active in participation, listening, and respecting others during class dialogue, out of class assignments, and with guest speakers. Students will keep an ongoing journal for recording states of being, sharing with class is optional. Students will map out a personal sustainability plan. Students are responsible for completing all mind map activities. Students will assess their weekly well-being before and after class and will turn the assessment in each tier of the course. Finally, students must engage themselves in a leadership opportunity of their choice and present a learning objective to the group.


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41821 | 201a Critical and Reflective Inquiry

Bower (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"The Salish Sea"

The Salish Sea is the name recently given to the inland salt waters of Washington State and British Columbia. It is one of the most productive saltwater environments in the world, supporting a rich assemblage of sea life, including remarkable tidepool creatures, fish, birds, and marine mammals. It has also long been home to a diverse group of indigenous nations, and much more recently to an exploding population of human newcomers. Not surprisingly the millions of humans currently living in the Salish Sea watershed have contributed to the development of serious environmental issues. In this course we will focus on the biology, environmental issues, and people of the Salish Sea. The class will combine indoor seminar classes with several field trips to the salt water. Students will develop a variety of skills, including reading, communication, research, and writing, but also video production and photography (no experience necessary). Note: On field trip days classes may run beyond 5 PM.


Texts: Judith Roche and Meg McHutchison: First Fish, First People – Salmon Tales of the North Pacific Rim, along with readings from a variety of other sources.


Requirements for credit: Regular attendance in class and on field trips, informed participation in class discussions, participation in the development of research questions and assignment of readings pertaining to the questions, weekly 2-3 page written reactions to class readings and other students’ writing, completion of two drafts of an autobiographical paper, two drafts of a research paper, a College writing plan, a presentation based on the research paper, and occasionally helping to teach the class.


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42872 | 201a Critical and Reflective Inquiry

Tuxill (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"The Garden and the Wild"

How do people make sense of their relationship with the natural world? We will explore this question using two seemingly opposed conceptual models: the garden, a natural space shaped by human hands for material and aesthetic purposes; and wilderness, the untrammeled reaches of the earth where people may visit but not inhabit. In this course we will investigate gardens and wilderness as physical and philosophical landscapes, each one reflecting a wide diversity of human experiences and ideals. How have peoples’ notions about gardens and the wild changed over time and across many different cultural contexts? What do people seek in such places and spaces today? Is it possible to garden in the wilderness—indeed, might that be a first step towards truly calling a place home?


Engaging these and many other questions will require us to hone a variety of ecological, historical, and cross-cultural analytical perspectives. Poetry, science, philosophy, and policy will all inform our discussions, as we read and listen to different people about the meaning and sustenance (both literal and metaphorical) they derive from gardens and the wild. We also will take the time to learn experientially, whether digging our hands into the dirt at our doorstep or venturing amid forests and mountain peaks.


Texts: Second Nature, by M. Pollan, and possibly one additional text TBD. Other readings will be made available as PDFs on Canvas.


Credit/Evaluation: Consistent, informed participation in class and all field excursions. Principal documentation of learning, outside of contributions to class discussions, will be primarily through writing. Students will be expected to complete several brief critical response papers on the readings and topics covered in class, a longer independent research paper (accompanied by an oral presentation in class), and a writing plan. Other brief reflective writing assignments may also be assigned.


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42334 | 201a Critical and Reflective Inquiry

Helling (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"Power, Privilege and Law"

This class centers on questions regarding identity and how legal constructions of difference have worked to exclude certain groups. We will study legal cases involving a variety of communities, including the concepts of race, gender, sexuality, the “Poor,” and disabilities. Readings include authors such as Martha Minow, Derrick Bell, Catherine MacKinnon, and Kimberle Crenshaw.


The law can seem intimidating at first to the uninitiated, but it becomes easier to understand with practice. This class will increase your comfort with discussing the law from an informed point of view. Along the way you’ll be encouraged to observe court proceedings, to consider your own identity, to take advantage of writing conferences, and oh yes—to have fun as you are introduced to the Fairhaven style of education.


Texts: POWER, PRIVILEGE AND LAW: A CIVIL RIGHTS READER by Leslie Bender and Daan Braveman (required). A POCKET STYLE MANUAL by Diana Hacker.


Credit/Evaluation:This is a seminar class that relies heavily on increasingly sophisticated discussions of privilege and law; thus, attendance is extremely important as concepts build on one another and class discussions cannot be replicated. No more than 3 absences, informed participation in class, weekly reflection papers, an educational autobiography, up to two more short papers, a revised 10 page research paper in MLA format and corresponding oral presentation, and successful completion of the writing plan.


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41387 | 201a Critical and Reflective Inquiry

Eaton (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"Food for Thought"

A house is no home unless it contains food and fire for the mind as well as the body. - Sarah Margaret Fuller

There are people in the world so hungry, that God cannot appear to them except in the form of bread. - Charles Dickens. Oliver Twist


Almost nothing is as essential to human existence and social structures as the production and consumption of food. Food is sustenance, providing one of the essential elements to sustain life. Food is family and ritual, as we celebrate joyful occasions and offering comfort for sorrow and despair. Food is history, connecting us to places, to ethnicity, and sometimes to community, or to a particular person. Food is culture, often charged with religious or political significance. Food is power, and in simple terms, those lines of power divide those who have more than enough to eat and those who go hungry. Food is money, and there are complex economic and social costs to bring food from those who grow it to our tables.


In this section of Fairhaven 201a we will investigate these varied aspects of food, using both critical and reflective reading and writing to consider how social relationships and individual responsibility relate to the geography of hunger and inequalities in food production and consumption and to explore our relationships with food and work. Together we will investigate recipes to live by to sustain our hungry bodies, spirits and humanity.


Texts, References, Materials: Text – TBA. Other reading selections on Blackboard.


Credit/Evaluation: Regular, informed participation in class discussion. Evaluation will be based on grasp of understanding of multiple perspectives presented in the readings. This class is writing intensive class, and all formal assignments will be revised and redrafted over the course. In addition to varied in-class or study writing assignments, the following formal writing will be expected: short critical response papers on topics related our joint readings about food, culture and society, reflective papers about food and family, a research paper connected to some aspect of the linked course content, an intellectual autobiography and a writing plan.



• Develop critical and reflective inquiry by practicing close reading, making sound interpretive arguments based on textual evidence, and making thinking visible through written and oral responses.


• Develop or strengthen the skills of writing an academic research paper.


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41467 | 201a Critical and Reflective Inquiry

Cornish (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"The Five Senses"

Hairs make wonderful organs of touch. ‘Breeze’ our brain says without much

fanfare, as a few hairs on our forearms lift imperceptibly.

Diane Ackerman,A Natural History of the Senses


Most people think of the mind as something floating in the head, yet studies in physiology tell us that “the mind” isn’t centered in the brain but travels the whole body by hormone and enzyme, making sense of the complex wonders we call touch, taste, smell, hearing, sight. We sip a Starbuck’s frapuccino, lift our faces to the rain: our senses define the edge of awareness, and we spend our lives in bodies that explore the perimeters. Thoreau took moonlight walks through the fields when the tassels of corn smelled dry. Flaubert wrote of smelling his lover’s slippers and mittens, which he kept in his desk drawer. This class considers touch, taste, smell, hearing, vision, and how they relate to culture, to memory, to a notion of the “self.” We consider taboos that attach to the senses and examine the consequences of excess. Beyond this, we contemplate how we expand individual, empirical knowledge with the authoritative knowledge others: whose authority do we accept and how does it alter our perspective?


Texts: A Natural History of the Senses, Ackerman, Diane; This I Believe, ed. Allison; A Pocket Manual of Style (4th edition), Hacker. Others if announced. Also, students are to compile a notebook of texts they download and print from CANVAS, as well as any handouts.


Credit/Evaluation: Students are expected to make a commitment to the class. Such commitment requires steady effort in one’s own work (the timely completion of assigned writing and reading), as well as thoughtful, active participation in class discussion. The class is both reading and writing intensive; rewriting and revising is required of all formal work. Papers include: analytical or reflective responses to readings; an intellectual autobiography; a writing plan; a research paper based on our explorations. Students will also keep a quarter-long journal of more casual writing. Regular, prompt attendance is essential to our class dynamics, as well as to your growth. More than 3 absences, and you will not receive credit for the class.


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41468 | 201a Critical and Reflective Inquiry

Rowe (5 credits)


Materials Fee: $ 15.11

Prerequisites: Admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven


"Information Overload"

This section explores the information explosion, the need to critically evaluate competing messages, and the importance of developing effective expressions of our own views. We will consider the plethora of technological innovations for conveying our words and how we manage them (or do they manage us?). We will entertain concomitant themes of credibility, diversity, and relevance in what we read and consider how to apply such concerns to our own writing.


Our primary reading stimulates discussion with such questions as: How is social networking transforming behavior? Can happiness be defined? Should women act more like men? Is it too late to save the planet? Does our need for security threaten our right to privacy? Who is an American? The essays written on different perspectives of these and other timely questions will help us hone our critical reading skills. They will also serve as models for our own writing.


Text: AMERICA NOW 9th ed., edited by Robert Atwan.


Credit/Evaluation: Credit will be awarded based regular, punctual attendance, meaningful contribution to discussions, completion of several essays, and completion of a formal research paper suitable for inclusion in your Fairhaven writing portfolio.


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41299 | 202a Humanities and the Expressive Arts

Larner(5 credits)


Materials Fee: $ 14.30

Writing Support: Students will receive support in this course for creative writing, for short, convincing critical reviews and arguments, and for a longer research paper or critical exposition.


The humanities embody the spirit of consciousness, of curiosity about what we are, how we got to be that way. They sensitize us to what we think and feel, about our families and communities, and the lives of others. They alert us to our assumptions about what “truth” is and where it comes from, about good and bad, right and wrong. They challenge our ideas about what makes life worthwhile, about how we should behave toward ourselves and toward others, about what “normal” is, and how other people and other groups of people may differ from us. They lead us to persistently ask, “What should I do?” “What is justice?” “What makes meaning and value?”


This term, we will examine the relationship between justice and imagination. What vision of morality, good government, and justice governs the policies of this state, of the nation? What is the relationship between political challenge and artistic conception? Does that relationship have anything to do with democracy? Are those relationships more effective for some groups than others? Are there radical differences between the ways we see things depending on our backgrounds, gender, other factors? We will respond through experiment with the creative arts, and through critical reading of poetry and drama, and some film, with possibilities for interested individuals in other visual arts, music, video, and cyber-arts.


We will take our cues, in part, from national and local situations for critique and creative inspiration. The media will clamor for our attention.


We will examine, and play with, the metaphoring process, the capacity by which we translate the world into words, stories, works of art, frames of mind, meanings. Since drama and film have a striking ability to portray, then to challenge, the gap between seeing and believing, between thought and action, most of our readings and viewings will be of dramatic works of various kinds.


Texts. Selected readings in poetry TBA. Dramatic readings selected from: In the Next Room, or the Vibrator Play, by Sarah Ruhl; Intimate Apparel, by Lynn Nottage; Angels in America, Parts I and II, by Tony Kushner; Lincoln (film), by Tony Kushnber; Rock and Roll, by Tom Stoppard; Twilight, Los Angeles, 1992, or Fires in the Mirror by Anna Deveare Smith; Halcyon Days, by Stephen Dietz; Two Trains Running, or Fences, by August Wilson; The Romans in Britain, by Howard Brenton; Antigone, by Sophocles; Major Barbara, by George Bernard Shaw. Films, and film versions of some of the plays will be shown in a film-viewing session. Students will be required to attend one of the two scheduled film viewing sessions.


Credit/Evaluation Students who register for this course are expected to commit to the work of developing the classroom community, to be there for each class, to come prepared, to participate in discussions and other activities. There will be short response papers, and a final project. Particular help is available in the course for improving the sharpness, vividness and precision of expression and argument, and for improving the aptness and clarity of written work.


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41341 | 203a Social Relationships and Responsibilities

Akinrinade (5 credits)


Materials Fee: $ 14.32

Prerequisites: Admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven


Philosophy of Rights

This course focuses on the philosophical foundations of human rights and considers the role of natural rights in the evolution of the concept. Among other things, it will examine the “choice theory” and “interest theory” of rights and the distinction between positive and negative rights. The course will look at the relationship between rights and duties and explore the possibility of determining which rights could be considered basic. It will also look at non-Western conception of rights and the cultural argument in relation to rights, whether rights could be universal or admits of relativity.


We will try to gain an understanding of these issues by exploring the following the following questions, among others:

What are the philosophical roots of the modern day concept of human rights?

Which of the many competing theories best explain the origins and content of human rights?

Are there rights without a concomitant duty and are rights absolute?

Which of the rights in the human rights corpus are the most important?

Which are the most basic, without which meaningful existence is possible?

Are human rights universal? If yes, is universalism of human rights another form of imperialism?

Can human rights be particularized to the different regions in the world?

We will use philosophical texts and other relevant sources to attempt to answer these questions.


Texts: BASIC RIGHTS: SUBSISTENCE, AFFLUENCE, AND U.S. FOREIGN POLICY, by Shue, Henry; selected readings from Mary Ann Glendon, John Finnis, Carl Wellman, Jeremy Waldron, John Locke, H.L.A. Hart, Joseph Raz, Joel Feinberg, Alan Gewirth, Thomas Nagel, Robert Nozick, Maurice Cranston, Onora O’Neill, Bernard Williams, Kwasi Wiredu, Arthur Danto, Jacques Maritain and Margaret MacDonald.


Credit/Evaluation: Evaluation will take account of regular attendance, evidence of critical reading, engagement in class discussion, the quality of short reactions, and two assignments. A final portfolio is also required at the end of the quarter containing all written work by the student.


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43986| 203a Social Relationships and Responsibilities

O'Murchu (5 credits)


Materials Fee: $ 14.32

Prerequisites: Admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven


Free and equal?

The seminar is a critical introduction to modern social theory - the ideas and ideologies on which liberal democracy is based. The seminar will trace the origins of enlightenment ideas that humans are born free and equal. We will examine how radical those ideas were in the context of their times, and how they provided a basis for limiting the power of the state and the church to intervene in propertied men's lives. We will then examine how the universalist ideals of the liberal enlightenment excluded those without property, people of color, and women. Students examine what happens when the ideal of society as a social contract between free and equal rights-bearing citizens is confronted with the realities of class-based inequality, racism, and sexism. Is society really a contract between free individuals? What rights and obligations should our membership in society entail? We ask whether modern liberal democracy can really provide equal citizenship for workers, women, and people of color, and we examine the theories of social justice that movements for socialism, decolonization, and feminism employ to remake our world.


Texts: John Locke, SECOND TREATISE ON GOVERNMENT; Karl Marx and Frederick Engels, COMMUNIST MANIFESTO; W.E.B. Du Bois, THE SOULS OF BLACK FOLK; and Susan Moller Okin, JUSTICE, GENDER, AND THE FAMILY; and selected pieces by Malcolm X, Booker T. Washington, Elizabeth Cady Stanton, Thomas Hobbes, John Rawls, Amartya Sen, Erik Wright, Jeffrey Lustig, Gayle Rubin, Eve Kosofsky Sedgwick, and Patricia Hill Collins.


Credit/Evaluation: active and informed participation in class discussion, contribution to a small group presentation, and two or three short analytical papers, in two drafts, a reading portfolio and engaging with the courses theoretical perspectives and questions of social justice.


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42780| 203a Social Relationships and Responsibilities

Ferrare (5 credits)


Materials Fee: $ 14.32

Prerequisites: Admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven


“Social Classes”

The intent of this course is to provide an introduction to classical and contemporary social and political theory, which we will use to interrogate the structure and experience of social classes in contemporary life. Along the way we will cover an expansive range of intellectual and historical terrain and seek to understand how these theoretical insights have impacted the ways in which we relate to each other, our institutions, and our surroundings.


The course will be guided by the following questions: What are social classes? How are they organized? Where are they organized? Who are the members of these social classes? In what ways, if at all, do social classes shape our life chances and experiences? Do race, gender, and/or sexuality have anything to do with social class? Is the United States a “class society?” What are some contemporary examples of social class movements? Can society be without social classes? If not, why? If so, what would that look like?


To approach these questions we will engage with the works of classical and contemporary thinkers and researchers. These individuals may include, among others, John Locke, Adam Smith, Emile Durkheim, Karl Marx, Friedrich Engels, Antonio Gramsci, W.E.B. Du Bois, Max Weber, Pierre Bourdieu, Michel Foucault, Nancy Fraser, Mustafa Emirbayer, bell hooks, Erik Wright, Patricia Hill Collins, and Paul Kingston.


Texts: There are no books for this course. Rather, all readings will be uploaded to the course Canvas site.


Credit/Evaluation: Students are expected to complete the assigned readings, actively and regularly participate in discussions and activities, complete the writing assignments, and to accept and offer constructive criticism.


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41300| 206a Science and Our Place on the Planet

Bornzin (5 credits)


This coming Winter quarter, 2014, Fairhaven College is dedicating at least eight classes to a shared theme of “Climate Change and Environmental Justice,” enabling faculty and students to engage a vital current topic from multiple perspectives with many opportunities for cross-pollination. We call such a themed quarter a “Special Quarter,” continuing a Fairhaven “tradition” of creating a Special Quarter at least once a decade.


This class is meant to whet your curiosity about the topic of climate change, and help you get maximum benefit out of whatever classes you take next quarter, or thereafter, related to climate change or environmental justice. Since this is a science class, our focus will be on the science of climate change. But, since this is a Fairhaven science class, our approach will be interdisciplinary, recognizing how climate science (indeed the institution of science itself) is embedded in a cultural matrix of economics, politics, history, international relations, public policy, media, and even language.


This approach leads to a multitude of questions, both technical and contextual. What is climate change; what are its signs; how is it measured; how can one make predictions about it? How much of it is human caused? What are its consequences, costs, remedies? What are the scientific principles underlying climate change and global warming? Why do people sometimes say “climate change” and other times “global warming”? How much confidence can we have in models built on some theory? How are scientific models different from the models our brains construct every day to make sense of the world? Why are scientists always disagreeing with one another? What good is science if it can’t prove things and give us sure and certain answers? How do issues that seem to be based on “scientific evidence” become politicized? How can one recognize illegitimate or dishonest scientific claims? What are the limits of scientific objectivity?


Climate change is just one of many indicators that human activity on our planet is not sustainable at present levels. We see increasing rates of deforestation, species extinction, resource depletion, pollution of all kinds, dying oceans, vanishing ice, overpopulation, widespread drought and famine, fear of global plagues, proliferation of weapons large and small. Can today's unsustainable practices can be turned around – and if so, how? How have certain dominant values in science, technology, and society worked together to aggravate these problems, and can other values be emphasized, from personal to global levels, which improve the human prospect?


If we look and listen closely, we can discern hopeful alternatives emerging, new models of human activity that work harmoniously with nature. How can science challenge our imaginations and lead us into new ways of seeing and understanding that can help humanity and the earth through our present crises? Following an introduction to climate science and systems thinking, we will work singly or in small groups to research and present to the class various case-studies of human interaction with natural systems, addressing the questions in the paragraphs above.


Texts: to be selected.


Credit/Evaluation: Students will be expected to attend regularly; to read and reflect on the assigned reading material and to contribute thoughtfully to class discussion and exercises; to keep a notebook of responses to reading, videos, class discussion, and other observations related to the course, and to turn in at least two essays from this notebook; to learn about, analyze, and report on a particular eco-topic, preferably in collaboration with a small group; and to inform themselves on current happenings in science through the reading of popular journal articles, briefly reporting three of these to the class.


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42835 | 210a World Issues

Osterhaus(4 credits)


Materials Fee: $ 18


We are citizens of the world! As global citizens, what do we know and understand about world issues and ourselves in a world faced with complex issues, such as, growing economic disparities, fragile democracies, environmental degradation, wars and militarism, civil liberties, racial profiling, globalization? How do we become intelligently informed? What is our awareness of and participation in local and global efforts for positive social change? In addition to the weekly forums of outstanding guest speakers, open to the campus and Bellingham community, registered students in the class will participate in weekly research from independent media sources, discussion of the issues, reflection papers and actively engage in positive social change.


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43972 | 218c The Hispano/A-American Experience

Estrada (3 credits)


Materials Fee: $ 13.23

Also offered as AMST 203.


This course will examine the socio-political, cultural and institutional structures directly impacting Latino/a-Chicano/a-Hispano-a populations within the United States and will provide an introduction to the historical and contemporary development of the Latino/a community. An interdisciplinary approach will be taken as we focus on such topics as education, immigration, economic stratification as well as urbanization. Special emphasis will be given to the evolution of the roles of Chicanas/Latinas, as well as the development of social protest and social change within the barrio setting.




Credit/Evaluation: The course will meet two times a week. Attendance is mandatory unless cleared by the instructor ahead of time or in the case of illness. The course will consist of lectures, discussions, videos and guest lecturers. The course is cross listed with AMST 203 and Fairhaven students will be evaluated in the Fairhaven manner rather than receiving a final grade for the course. Evaluation is based on participation in classroom discussions, two perspective papers, one midterm exam and a group term project paper and oral presentation.


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43973| 219d African-American Experience

Takagi (3 credits)


Materials Fee: $ 13.23


This course examines and explores the social, political, and cultural history of African Americans from the development of slavery to the late 1980s. Though ten weeks is absurdly too short a time to thoroughly understand the African American experience, this class will help create a learning environment that encourages appreciation of the history and culture of African Americans; teach the economic, psychological, and social situation of Blacks past and present; and explore the diversity and range of thought in the African Diaspora.




Other requirements:

(1) You have the choice of taking the 8 multiple-choice quizzes on-line or writing short analyses of the readings due each week.

(2) There will be one midterm creative project with a short paper (5 pages + bibliography of sources).

(3) There will be a final test; it is a take-home exam (2 HOUR).


Attendance. If you miss more two classes, your evaluation will reflect these absences. If you miss three classes, you will not receive credit.


Learning Outcomes:

(1) To understand the history of African Americans and view the American experience from their perspective.

(2) To critically examine the methods and philosophies of Black leaders

(3) To understand the response and reaction of the African American community in face of challenges and growth opportunities.

(4) To become familiar with ongoing issues such as race relations and equal rights.


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41333| 222h Imaginative Writing: Poetry and Image

Cornish (4 credits)


Materials Fee: $ 5.95


A glass of water with a flower is different from a glass of water and a lemon. Henri Matisse


What is known about the nature and acquisition of images? Of words? How does this relate to what scientists have called “primary metaphor”– and what does this mean to us as working poets? Mark Doty says, “I wait to be haunted, as it were, by an image… it’s a metaphor-making metaphors know ahead of me.” What kind of knowledge is available to us this way? This course sets out to explore the visual image that “haunts” the poet, and follow its transformation into words. What images call our attention and why? How is the image verbally constructed in our work and to what effect? We can increase our understanding and extend our “toolbox,” by looking at the work of other poets. The Imagists declared, “we are not a school of painters,” but their manifesto said the poet should “present an image.” How is their manifesto reflected in the poems of Pound or H.D.? Did Surrealists approach the image differently? And what about the “deep image” poets– voices as diverse as Bly, Merwin, Neruda, Lorca– is there such a thing as a “deep” image? This course, with a workshop format, focuses on student poems, but includes extensive exercises as well as journal work, and the writing of “ekphrastic” poems (those written in response to a visual work of art). We make of our class an attentive place, a safe place– even playful– yet a place where there is genuine demand and absolute risk-taking. (This is a beginning poetry class, but all levels of expertise are welcome.)


Credit/Evaluation: Students are expected to make a commitment to workshop. Such commitment requires steady effort in one’s own work (the timely completion of assigned writing and reading), as well as thoughtful, active responses to work done by others. Rewriting and revising is also required for credit; a portfolio of all writing done during the term will be due at the end of the quarter. Regular, prompt attendance is essential to our commitment; more than three absences and you will not receive credit for the class.


Text: To be announced. Students are to compile a notebook of xeroxed readings as the class proceeds (or texts may be posted on CANVAS).


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42327| 231n Applied Human Ecology: Sustainable Systems

Bornzin (3 credits)


Materials Fee: $ 15.75

Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Dr. Bornzin. For guidelines for such courses, see the "Student Guide to Fairhaven College." This course may not be used for Fairhaven Core or General University Requirements (GURs).


The field of human ecology explores relationships between human systems and the environment. Such systems may be considered sustainable if they are maintained and renewed through internal processes and external interactions which are non-exploitative and do not rely on non-renewable resources. This class explores the concept and physical reality of sustainability through shared reading, group interaction, and the development of new skills. The class is intended to further students' awareness of their own ecological relationships, and to enable students to live more simply, in greater harmony with the environment. The most basic human activities of growing and gathering food and herbs, creating shelter, restoring and maintaining the natural environment, and developing cooperative communities are examined in light of the principle of sustainability. Consumerism, technology, food, agriculture, and the many faces of change will be addressed and discussed in a comfortable yet challenging group environment. Academic studies, including models of sustainable development and appropriate technology, complement the learning and practice of practical skills such as making compost and growing vegetables using the five-acre Outback Outdoor Experiential Learning Site.


Text: Discussions will be based on readings available on-line, and on individual student research. Readings vary each quarter according to the interests of the class, but typically include articles such as Wendell Berry, "Waste"; Gary Snyder, "Four Changes" Gary Paul Nabhan, Food, "Health, and Native American Agriculture"; David McCloskey, "Cascadia"; Dana Jackson, "The Sustainable Garden"; Susan Griffin, "Split Culture"; Peter Berg," A Green City Program"; and selections from STAYING ALIVE by Shiva, ONE STRAW REVOLUTION by Fukuoka, IN THE ABSENCE OF THE SACRED: THE FAILURE OF TECHNOLOGY AND THE SURVIVAL OF THE INDIAN NATIONS by Mander, and ECO-JUSTICE: LINKING HUMAN RIGHTS AND THE ENVIRONMENT by Sachs.


Credit/Evaluation: Students are expected to attend regularly and to participate actively in the class discussions, exercises, and outdoor projects. For experiential learning to be successful, students must be present and engaged. Students will also be required to write one five-page research paper on a related topic, or a reflection paper on a service learning experience of their choice, and make a brief presentation of their topic or experience to the class.


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42062| 243t Awareness Through the Body

Conton (4 credits)


Materials Fee: $ 7.51

“We do not have bodies; we are bodies. We do not move; we are movement.” Emilie Conrad-Da’oud


Zen master Suzuki-Roshi wrote, “The most important point is to own your own physical body.” This course is designed as a step toward reclaiming one’s own body and one’s internal authority. Through understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students have the opportunity to create an awareness of self from their own life processes, rather than from externally imposed images, standards and expectations. In this experiential course, we begin the work of coming to know our bodies, and external reality through our bodies. Students are invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class uses experiential techniques derived from several traditions of somatic philosophy and from pioneers such as Charlotte Selver, Wilhelm Reich and Alexander Lowen, Therese Bertherat, Stanley Keleman, Emilie Conrad-Da’oud, and Moshe Feldendrais. The course requires patience and attention to details. The explorations offer a way of working toward integration of the physical and mental aspects of living.


Texts: FULL BODY PRESENCE by Scurlock-Durana; (tentative) A NATURAL HISTORY OF THE SENSES by Ackerman; and selected articles on Canvas


Credit/Evaluation: Regular attendance and participation in the class sessions; close study of the texts and demonstration of learning in a class discussion and journals; students will keep a daily journal which will include, but not be limited to, 2-3 assigned short essays, interaction with experiential assignments given in class, and reflections on the class materials and experiences. The work of the instructor consists of asking questions, posing problems, and designing experiences within which student self-evaluation can take place. Students are evaluated on the depth of their involvement in the self-exploration opportunities provided.


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40859| 255y Folk Music Experience: Huddie Ledbetter

Eaton / Bower (2 credit)


Materials Fee: $ 8.18


This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. For this quarter, we will study the fascinating life and times of Huddie Ledbetter, better known as Leadbelly, a southern black folk and blues songwriter and singer of the early 1900’s. Students will be expected to participate in discussions on readings assigned during the first five weeks of the course. The class will choose several tunes to practice together over the course of the quarter. In addition, each student will also be asked to introduce one song to the class that enriches our knowledge of folk music or the context within which folk music has been written and performed. We will encourage, the introduction of songs that come from music related to Henry Ledbetter and his era in American music history. Students will write a short research paper that forms the basis for their presentation on the song and its context. Students will also be responsible for learning and practicing the songs that are presented to the class, including practice in small groups. Students are encouraged to gain practice at playing one or more folk music instruments during the course, and are invited to join the course even if they are beginners at playing an instrument or if they prefer to just sing.


Texts: Tyehimba Jess. Leadbelly: Poems and Charles Wolfe and Kip Lornell: The Life and Legend of Leadbelly.


Credit/Evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, one short research paper and song presentation, and practicing music in a small group.


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42880| 257v Topics in Studio Art - Sewing and Design

S'eiltin (4 credits)


Materials Fee: $19


This class is designed for the novice as well as intermediate students who want to refine their sewing skills and techniques. The primary focus will be on basic techniques; which will include sewing terms and techniques, fabric selection, repurposing garments and fabric, pattern construction and garment and three-dimensional design. The class will begin with the introduction to sewing equipment and hand sewing techniques, followed by assignments that will result in the creation of functional garments, wearable art and soft-sculpture.


Texts: tba


Credit/Evaluation: Students will be required to complete approximately four projects. Projects will include the sewing samples, garments and soft-sculpture. Students will be encouraged to take creative risks with the construction and design of garments and fabric sculptures. Students will be evaluated on their timely completion of every project, their ability to take creative risks as well as their efforts and genuine commitment to all class activities and assignments.


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42406 | 263b American Indian Experience

Rowe (3 credits)


Materials Fee: $ 3.33

Also offered as AMST 202

Note: This class is cross-listed and meets with AMST 202.


An introduction to the indigenous people of what is now the United States through an examination of American Indians’ cultures, histories, and governments. Focuses on sovereignty (self-government, legal jurisdiction, land claims), treaty rights (fishing, hunting, gathering), Indian/White relations (stereotypes, sports mascots, discrimination), education (ethnic fraud, under-representation), and economic development (casinos, tourism, mineral extraction). Employs lectures, readings, films, discussions, and activities. Students will write short response papers and an essay on the assigned novel.


Texts: Required: Bruce E. Johansen, The Native Peoples of North America; James Welch, FOOLS CROW.


Credit/Evaluation: Evaluation for purposes of granting credit will be based on regular attendance, meaningful participation in discussions, completion of assignments, completion of midterm and final exams, and quality of writing.


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41685 | 270b Digital Video Production

Miller (2 credits)


Materials Fee: $ 52


This class will introduce basic camera use and video editing in the digital medium. Students will script, shoot, and edit 5 assignments using Final Cut Pro. Projects range from a 30-second commercial to a 3-5 minute final video on the student's choice of topic. The assignments are set up to encourage individual creativity & personal editing styles.


Texts: Optional, but recommended, FINAL CUT PRO X by Brennies.


Credit/Evaluation: Completion of assignments, participation in class, attendance, and understanding gained from the class assignments.


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41686 | 270h Audio Recording I

Fish (4 credits)


Materials Fee: $ 77.21

NOTE: This course was formerly 275h. Students who received credit for 275h may not take 270h for credit.


Audio Recording Techniques I explores the techniques, tools, and technology used in multi-track recording. From a beginner's perspective, this course follows the recording process starting with the tracking session, then the overdub session, and through the mix-down session. By examining the various pieces of the recording process students will learn the concepts and skills necessary to use studio equipment such as microphones (their characteristics and placement), mixing consoles (explained in detail), multi-track recorders (analog and digital), patch bays, signal and effect processors, headphone systems, and multi-track punching and bouncing. Each student is also expected to attend a weekly two-hour small group lab, held in the studio, giving the student a chance to experience multi-track recording in a "hands-on" manner. A detailed manual will be provided to each student so that each concept will be encountered first in an assigned reading, then in lab, and finally in the class meetings. All time spent in the studio will be documented in the lab manual in a journal entry fashion.


Texts: THE RECORDING ENGINEER'S HANDBOOK (2nd edition) by Owsinski and the Fairhaven Recording Studio Lab Manual. This text will be provided by the instructor and paid for with lab fees.


Credit/Evaluation: Students will be evaluated through a combination of participation, attendance (lab and lecture), and understanding gained from the material evaluated from a written and "hands-on" assessment. Additionally students will be required to complete a creative project with the instructor in the studio as a final project.


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44191 | 275r Sensing in Motion

Nichols (4 credits)


Movement is basic to all of life. Movement of our bodies shapes our basic physical structure and experience, our perception, and our personalities. Awareness within movement is paramount to understanding our relationship with personal and shared development, to perception, to body image and more. Is it possible to understand our culture through understanding how we move? Is our movement related to how we relate to people of other diverse ways of knowing the world? Can we understand ourselves, our society, and ask relevant questions about social change by understanding the psychology of our movement? This course will set the inquiry to ask these and other relevant questions. This course is a comprehensive curriculum of evidence, experiential exercises, and practices to raise awareness and to become conscious of our own movement, perceptions, and sensations, in relationship to our development within a variety of contexts. This course will provide experiential learning opportunities for movement, dance, play, mindfulness and meditation, and will survey some of the literature of Somatics, Dance Movement therapy, human rights, and developmental psychology. This course will also provide a supportive community of learning, practice, and fun to help develop awareness in movement, mobility, and connection. This course will be a refreshing and revealing experience that will spill into every aspect of your life.


Research is revealing that we develop throughout our life span, so as a child begins to crawl or an adult learns to play an instrument, we are learning through awareness and practicing movement. In developing awareness of movement we are engaging our embodied life at the edges of our nervous system, our developing edge, and at the edges of what is known and unknown. Growth, mobility, and movement are interdependent and woven into the formation of the experience of our selves in relationship with our environments. Mindfully playing in this experience supports a full participatory engagement with our life, our body, our deepest interests, and directions. Basic actions shape how we are physically formed and are continuously forming: breathing, walking, posture, and gestures. The basic unity of movement is a simple and profound interface, a window into our experience. Embodied awareness or mindfulness is a way to deeply listen to our experience in the moment. The results of body awareness have a growing body of empirical evidence that suggests that it is a worthy domain of information to begin to include in our ways of being in the world.


Required Texts: THE BODY HAS A MIND OF ITS OWN. 2008 Blakeslee & Blakeslee, WISDOM OF THE BODY MOVING. 1995 Hartley, I will provide a reference list of a wide variety of literature and research for the mini lit reviews.


Credit/Evaluation: Regular and on-time attendance, informed & engaged discussion, completion of all assignments (movement history paper, weekly body maps, weekly movement inquiries, body image reflection paper, one mini literature review,) reading, and sensing in motion course portfolio.


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44170| 297e Viewpoints and Improv: "On Our Toes"

Robinson (4 credits)


"Story, Story, Die!" "Two Views of a Relationship." "Just a Minute." These are merely three of a bazillion games we will learn to play as we simultaneously discover our voices, shed our shyness, wrestle with stage fright in all its manifestations, and venture into the unknown (and perhaps absurd) regions of our imaginations. This class is for students who wish to expand their abilities to think on their feet, explore themselves through body-centric creative play, and learn to speak effectively in front of others. Energized and fun, as well as deeply profound and moving at times, we will journey into our psyches and our relational selves through games that help loosen our tongues, and build confidence in our ability to spontaneously respond without censorship. ON OUR TOES! allows us to take a break from "textbook learning" to grow our awareness through physical creative engagement.


In addition to Improv exercises, we will learn the basics of Viewpoints Training, laying the foundation for us to retrain our bodies to "think" in new ways, and to respond kinesthetically to our first impulses—individually, and as an ensemble. Instructor Drue Robinson, trained in Viewpoints 3 years with Obie-Award winning director, Anne Bogart, and members of the SITI Company in New York City, is thrilled to pass on this amazing physical language to Fairhaven students. Viewpoints is brainstorming with your whole body, recognizing patterns, and playing with other bodies in "a system belonging to the natural principles of movement, time and space." We will focus on integrating the nine physical Viewpoints (tempo, repetition, duration, kinesthetic response, shape, spatial relations, architecture, gesture, and topography) into our games, as well as into our lives outside of class. At quarter's end, everyone will have the opportunity to play and showcase a physical score to a group of invited guests.


Texts: IMPRO, by Keith Johnstone; A DIRECTOR PREPARES, by Anne Bogart.


Credit/Evaluation: Attendance and participation is key—as this is ensemble-based work. (Besides, one wouldn't want to miss out on all the fun!) Students will be required to read and incorporate the exercises they discover in the texts, as well as provide written work of their insights and understanding. Students will also be required to participate in two final open-house showcases. Also encouraged: a willingness to risk embarrassment for the sake of growing in self-confidence, to try new things, and to engage with others in ways that foster a sense of playfulness and community.


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44437| 297f Introduction to Audio Technology & Pro Tools

Sehman (4 credits)


This course introduces students to the basic techniques of digital sequencing and music production using Pro Tools software. The foundations of Pro Tools operation will be covered, followed by an in-depth look at creating, recording and editing digital music in Pro Tools using virtual instruments and synths. Students will complete weekly projects that include creating and editing loops, sound design using virtual instruments, basic mixing in Pro Tools, and creating songs using popular forms.


The course will include instructor demonstration, class discussion, individual and small group projects, and critical assessment of different musical styles. Students will complete weekly projects, have weekly listening assignments, and complete a final project. No experience with music performance or production is required, but students are expected to participate creatively in class and on projects.


Text: Reprinted materials


Evaluation: Projects will be assessed by the instructor and peers throughout the quarter. Students will be evaluated at the end of the course based on completion of assigned material, comprehension of material, and creative effort.


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44272| 297j Evolutionary Biology

Bower(4 credits)


This course will explore evolutionary theory and evolutionary history, with particular focus on the implications of evolutionary theory on human spirituality, and the perceived or real conflict between religion and evolutionary theory. We will also consider whether evolutionary biology can teach us anything important about present human behavior, asking in what ways human evolution influences our behavior - our eating habits, creative force, sexuality, spirituality, and how we relate to family, friends, and foes? We will ask whether our evolutionary past influences our choice of romantic partners (short term or long term) and how we relate to them over the short or long haul? And, can evolutionary biology inform us about how conflict and cooperation occur in human societies?


Other questions we will entertain include: What happens when scientists debate these issues in private and public? What happens when evolutionary theory leaves the halls of science and interacts with cultural forces? We will explore how evolutionary views of humans have been used to justify oppression. Finally, we will consider whether the recent resurgence of evolutionary views of human behavior are likely to play a repeat role in oppressive politics or whether they can might help us construct a more just society.


To study these questions, we will rely on readings and on a groundbreaking video series that explores evolution, as well as a class animal behavior field study.


Texts: Alison Jolly: LUCY'S LEGACY: SEX AND INTELLIGENCE IN HUMAN EVOLUTION; Carl Zimmer: THE TANGLED BANK: AN INTRODUCTION TO EVOLUTION; and a text or additional readings to be determined to explore the interfaces between evolution and religion.


Requirements for credits and criteria for evaluation: Regular attendance in class, informed participation in class discussions, weekly written reactions to class readings and weekly responses to other students' writing posted to Blackboard, and two drafts of an 6-8 page paper that develops a position about issues relevant to the class.


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