By arrangement: fall, winter, and spring. Student-initiated studies under faculty sponsorship. Refer to Fairhaven College "Independent Study Guidelines." Independent Study Proposal form (available on-line) required, final version due last day of registration. ISPs should be discussed with faculty member the quarter before the study takes place. Procedure: On-line ISP Proposal required – available at www.west.wwu.edu/admcs/forms/. Email form to faculty sponsor. To register, pick up lavender ISP Registration card in Fairhaven front hall, fill it out, get it signed by the sponsor and authorized staff member, and return to Fairhaven office or Registrar's office. You are not able to register an ISP on-line.
One of the Interdisciplinary Concentration components. Refer to Fairhaven College "Interdisciplinary
Concentration Guidelines." For more details, consult your Concentration Chairperson. Independent Study
Proposal form required, due last day of registration, to be approved by all Concentration Committee members. Your project should be discussed with a faculty member the quarter before the study takes place. Procedure: On-line ISP Proposal required. Email form to faculty sponsor. To register, pick up lavender ISP Registration card in Fairhaven front hall, fill it out, get it signed by the sponsor and authorized staff member, and return to Fairhaven office or Registrar's office. You will not be able to register your senior project on-line.
Tuxill 4 credits
Prerequisite(s): Required by all FA students. Senior status.
Anne Treat, Spring 2007 grad, said:
"There is no possible way I can give justice to the complexity of experiences, triumphs, pitfalls, and challenges of my academic career in the course of this paper. This artifact of self-reflection is simply a pause in the broader conversation of my academic journey, an invitation for me to mindfully articulate the ways those things I've studied, read, discussed, and experienced over the past four years have informed and challenged my personal development, and how I've chosen to integrate and express that knowledge through the actions of my life."
This seminar is a wonderful opportunity to take time to reflect on what we have been up to all these years of being educated—through writing, conversation, presentations, and listening to each other. We will read and discuss a book and other readings together, write and share four 2-3 page reflections in the form of letters, and provide a supportive community in which to write the Summary and Evaluation of our Fairhaven (and sometimes Life) education.
Each of us will also present or teach something to the class from the heart of our educational experience. This course is one of our favorites to teach at Fairhaven, because we learn so much about our students, and the many intriguing, complex, deep and quirky ways there are to be human beings. This class also illustrates the value of writing as a process of discovery, synthesis, and meaning. We will do our best to help you express best what your education has been about, and are honored to learn from your stories, your minds, and your lives. This course can be as significant to you as you are willing to make it. Be honest. It is your life, your education. Let us see some glimpse (at least) of what it has really meant, and what it really means to you now.
Conton 5 credits
Prerequisite(s): FAIR 203A or ANTH 201; FAIR 413E or ANTH 424 recomnd.
This course addresses cross-cultural variations and commonalities in the roles, recruitment, performances, and defining characteristics of shamans, ceremonials practitioners who restore balance and health in the daily lives of their communities. Shamanism is an ancient and worldwide method for personal learning and healing, a paradigm or way of life concerned with the healing of the individual, family, community, and environment. We explore the relationship between shamanic healing, visions, mythic consciousness, and alternate states of consciousness in cultural and historical context, including the modern western revival of shamanic practices. Issues of ethnicity, gender, and community are discussed in this contemporary context.
Texts: Tentative. Piers Vitebsky, SHAMANISM; Martin Prechtel, SECRETS OF THE TALKING JAGUAR, and a reader of selected articles, available through the bookstore.
Credit/Evaluation: Regular attendance and informed contribution to discussions, including co-facilitation of one discussion; two written learning assessments integrating student interaction with lectures, reading, discussions, films, and guest speakers; a research paper or project. These should demonstrate growth in a cross-cultural and culturally relativistic understanding of various forms of shamanism, as well as awareness of the fundamental psycho-symbolic structures and themes of shamanic practices.
Helling 4 credits
Prerequisite(s): FAIR 201a; additional law course is strongly recommended . Override required for registration
*This is a senior-level seminar that requires prior courses in law. Please do NOT take this class if you do not have the prerequisites. It should be taken in the SENIOR year as it is the final required course for the Law, Diversity & Justice concentration.
We will build on the legal analysis skills gained in previous legal seminars by writing an appellate brief on a current legal issue. Students will also write an informed letter to a legislator on pending legislation (which the student can choose to send or not). We will also refresh our basic legal research skills on Westlaw.
The case that we will work on is Arizona v. Johnson, 217 Ariz. 58, 170 P.3d 667 (Ariz. App. 2007), which involves the following
In the context of a vehicular stop for a minor traffic infraction, may an officer conduct a pat-down search of a passenger when the officer has an articulable basis to believe the passenger might be armed and presently dangerous, but has no reasonable grounds to believe that the passenger is committing, or has committed, a criminal offense?
This case is to be argued in front of the U.S. Supreme Court on Tuesday, December 9, 2008. (You are able to access the case on Westlaw. Please do NOT read the actual appellate briefs filed until you are told to do so at the end of the course.)
Text: Helene Shapo, WRITING AND ANALYSIS IN THE LAW (4th revised edition)
Credit/Evaluation: No more than 3 absences, thoughtful participation including reader feedback to your classmates, a researched and sophisticated letter to a legislator, and the writing of a complete, revised 15 page appellate brief pursuant to strict deadlines.
Jack 4 credits
Prerequisite(s): prev PSY crses or instr perm
This course meets the following core requirement: Society and the Individual II
Depression provides a window through which to examine the interactions of culture, meaning making, the body and the mind. In this class, we will explore the phenomenon of depression, examining its cultural, experiential, biological, and gendered aspects. The globalization of the biomedical model, psychiatric diagnostic tools and anti-depressant medications assume that depression is a mental illness that is found in all human populations. Is this the case? What cultural variations do we see in depression? We will examine various meanings that different cultures assign to depression apart from labeling it as a mental illness. Throughout the world, rates of depression are higher in women than men. What factors put women at higher risk than men, and what factors protect certain women from these symptom patterns? Finally, cultures work out specific ways to deal with depression. We will examine a range of treatments for depression, focusing on western models. Since I recently completed a study of depression during my time as a Fulbright Professor in Nepal, Nepal will serve to illustrate issues of depression and treatment in the developing world. You can expect to consider a range of the most recent writings about depression, and to come to your own understanding of this powerful and difficult experience.
Texts: Required: WILLOW WEEP FOR ME: A BLACK WOMEN'S JOURNEY THROUGH DEPRESSION by Nana-Ama Danquah; SILENCING THE SELF: WOMEN AND DEPRESSION by D. C. Jack; I DON'T WANT TO TALK ABOUT IT: OVERCOMING THE SECRET LEGACY OF MALE DEPRESSION by Real. In addition, I will post a number of recently published chapters and articles on Blackboard. You are welcome to bring materials and questions to each class discussion; we will also view films and invite guest speakers.
Credit/Evaluation: Prepared participation in class discussion, including shared leadership of one discussion. In addition, two response papers and one final presentation will provide the basis of evaluation.
Feodorov 4 credits
Prerequisite(s): FAIR 351W highly recommended.
This advanced drawing class provides the artist with the opportunity to refine drawing skills, incorporate new techniques and develop a personal style based on an individual theme. As a drawing subject, the human form provides a rich source of information for constructing a wealth of psychological meaning. Discussion of historical and contemporary artists and their work will serve as inspiration for development of a personal drawing style and theme. Students will be required to experiment with combined media and keep a dedicated sketchbook.
Credit/Evaluation: Successful development of visual theme is required. Drawings will be critiqued and evaluated on the following factors: Mastery of techniques, aesthetic consideration of work, understanding of selected subject matter, timely completion of projects and regular punctual attendance.
Larner 4 credits
Prerequisite(s): FAIR 354V; prev 200-lvl wrk in scriptwriting any medium, or instructor permission
Previous writing in dramatic forms (stage, screen, radio, television) strongly recommended.
This course meets the following core requirement: Humanities and the Expressive Arts II
The workshop is a collaborative, supportive group experience. Students are expected to comment on, support, and participate in the work of their fellow students in the workshop. Initial exercises and rewriting work with each others' material will be followed by gradual development of each student's project for the term. We may also read a published play or screenplay and discuss it together, as well as attend at least one production or film showing during the term.
The emphasis in 354 is to acquire a working sense of dramatic action and a feel for how storytelling works dramatically, in any medium. Experimentation and trial-and-error are encouraged. By the end of the term, students will be expected to complete a one-act play (20-30 minutes) or its equivalent in another medium.
Attention will be paid to getting complete drafts of scripts finished, and then if time remains, to get them ready for production--screenplays for video production and showcasing here on campus, through the Projections Film Festival in Bellingham, and possibly beyond; stage plays for production here at Fairhaven, at the New Playwrights Theatre in the Theatre Arts Department, at iDiOM Theatre in Bellingham, at the Bellingham One Act Theatre (BOAT) Festival at the Bellingham Theatre Guild, and at new play festivals in Seattle, at Northwest Playwrights Alliance events, and other venues; and radio plays for production at KUGS.
Texts: Textbooks TBA, to be selected from Playwriting: the Structure of Action by Smiley; Screenplay: the Foundations of Screenwriting by Field; Story by McKee; The Dramatist's Toolkit by Sweet; J. The Complete Book of Scriptwriting by Staczynski; Screenwriting Strategies on the Internet by Wehner; The Way of the Screenwriter by Buchbinder, and others. A play and/or a screenplay, TBA, may be required, as may attendance at selected film screenings and/or theatre productions.
Credit/Evaluation: Students are expected to complete at least a substantial one-act play (approximately 20-30 minutes in length), or its equivalent in another medium. Work must be brought to class regularly and shared with the group. A portfolio of selected writings done during the term will be due at the end of the course. Unfailing, dependable attendance; completion of assigned readings; progressively better informed, responsive and constructive participation in the workshop; and steady effort in rewriting and revising are required for credit. Writing will be evaluated for its aptness for the stage (or the appropriate medium) and the development of the writer during the term.
Osterhaus 4 credits
Prerequisite(s): Fair 203a or equivalent or instructor permission
This course meets the following core requirement: Society and the Individual II
Central to human interaction, international relations, and world peace are views and values that affirm that people should enjoy basic inherent rights simply by virtue of being human beings. There is also the growing conviction that the world must be reconstituted to ensure planetary and human survival. Sadly, nonetheless, no other arena of thought and practice has been more problematic. This course will directly confront critical and disturbing issues and images about respect for human life and the life of the planet. Readings, films, speakers, and research will examine formidable forces impacting human rights, reveal how realities often fall short of inspired visions, and promote human rights through challenging injustices as well as highlighting visionary individuals, groups and movements who have raised consciousness and impacted change. Students will familiarize themselves with human rights advocacy groups and movements, including advocacy for the earth, and be involved in advocacy themselves.
Texts: The Global Struggle for Human Rights: Universal Principles in World Politics by DeLaet; The Face of Human Rights by Wadsorth, Kalin, Muller and Wyttenback; and articles on e-reserve.
consistently and thoughtfully read the assigned materials
facilitate and actively participate in class discussion,
engage in advocacy
participate in five nights of the Bellingham Human Rights Film festival (Feb.19-28);
research film themes and create resource handouts for festival participants.
rite three short essays and a final creative research project on a human rights issue.