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Fall 2010 Courses: 100-200 Level

42038 | 101A Introduction to Interdisciplinary Study

McClure (1 credit)

 

Materials fee: $13.73

 

Prerequisite: Admission to Fairhaven College: required of all new students in their first quarter of enrollment at Fairhaven.

 

One credit, one credit is all it takes to teach you nearly EVERYTHING you need to know to be a successful,
interdisciplinary, independent member of the Fairhaven College community? As you've figured out already
Fairhaven College is a different sort of place. That's why you're here. Most of you haven't experienced an
educational system quite like Fairhaven. We get to show you the ropes.

 

Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. We (This class is facilitated by Fairhaven's Advising Coordinator and a cadre of savvy, energetic, well-informed peer mentors.) want to help you experience that vision to better understand it. We'll be a big group, by Fairhaven class standards, enrolling all 90 of you new students who begin at Fairhaven this Fall. An orientation retreat, large group meetings, several small group workshops, community participation and individual advising will comprise our class activities. We will de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; ISPs; Evals...) 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.

 

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42039 | 201a Critical and Reflective Inquiry

Anderson (5 credits)

 

Materials fee: $13.73

 

Prerequisite: Admission to Fairhaven College: required of all new students in their first quarter of enrollment at Fairhaven.

 

Historian as Detective
The focus of this section will be case studies from American history that present interesting and challenging
problems of interpretation and analysis. Good historians are good detectives. So are good social activists, creative writers, lawyers, consumers, journalists, parents, and anyone determined to gather accurate and sensible information. This class explores the skills, habits of mind, and character traits involved in investigating both the past and the present and in constructing narratives that make sense of the evidence. It involves weekly activities such as treasure hunts in the library, interpreting manuscripts, exposing plagiarists, uncovering historical models for fictional characters, and constructing personal narratives from historical evidence. It involves meeting with professionals in local museums, libraries, and archives to learn about gathering, storing, and retrieving information. In the end, it means coming to appreciate scholarship as an "art," a way of thinking, not the accumulation of facts, events, and dates for their own sake. Not incidentally, it most likely will result in a heightened sense of ease and self-confidence in the library or anywhere else that information might be found.

 

Major projects will be a personal narrative, compiled from short essays inspired by Stegner's novel or historical case studies, and a research paper. As an integral part of the research process, students will critique a related scholarly article by retracing the writer's steps. (Sometimes the best way to learn how to build something is to take it apart and see how the elements fit together.) They will locate (some of) the sources and evaluate how the author uses them, as well as identify and assess the author's conceptual approach, writing style, selection of evidence, arguments, and conclusions. With a heightened critical sensibility and the research involved in achieving it, students will be able to construct their own narrative.

 

Texts: THE INFORMATION-LITERATE HISTORIAN by Presnell; AFTER THE FACT: THE ART OF HISTORICAL DETECTION by Davidson and Lytle; ANGLE OF REPOSE by Stegner; and A POCKET STYLE MANUAL (5th edition) by Hacker.

 

Credit/Evaluation: Regular attendance and informed participation in class discussions, completion of weekly
assignments, quality of insights, questions, and observations on assigned reading and other activities; ability to listen attentively and engage other students in meaningful discussions; and growth in critical tools manifested in oral presentations and writing assignments, including short response papers, reflective and analytical essays, a series of short personal narratives, a final paper that demonstrates an increased understanding of the process of gathering and interpreting information, and a writing plan.

 

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42040 | 201a Critical and Reflective Inquiry

Tag (5 credits)

 

Materials fee: $14.49

 

Prerequisite: Admission to Fairhaven College: required of all new students in their first quarter of enrollment at Fairhaven.

 

Animal
You will know
when you walk
in bear country.
By the silence
flowing swiftly between juniper trees
by the sundown colors of sandrock
all around you.
-Leslie Marmon Silko

This class is an invitation to walk in bear country. Or, as poet Denise Levertov put it, to "Come into animal presence." We will explore what it means, as humans, to be animals, and how we imagine, understand, use, encounter, and live with nonhuman animals. At the core of our explorations will be a series of questions that we develop, write down, talk about, examine, and share. Think about all the ways in which your life intersects with and depends upon other creatures: worms making compost, bees pollinating crops, salmon frying on your grill, ravens calling down through the trees as you walk below, a cat rubbing against your leg. What rights do such animals have? How do they think, communicate, survive? What are the limitations or possibilities for what we can know about animals beyond ourselves? To what extent are our own actions, beliefs, senses, and being shaped by our animalness?

 

To explore such questions we will read stories, articles, essays, and poems, write reflections, autobiographical narratives, and research essays, and spend lots of time talking, asking questions, and thinking critically. We will consider the ways in which scientists, writers, artists, wildlife managers, veterinarians, ranchers, vegetarians, musicians, and storytellers speak about animals and their own animalness. Animals will be at the center of everything we do and say and explore, even the very modern and ancient idea that we, too, are animals, and what that means for our actual relationships to the wild and domestic creatures with whom we share this planet. This will be a reflective, thought-provoking, and creative class. Please bring stories of your own animal encounters and a willingness to collectively investigate, illuminate, and listen to the many and varied stories of animal

presence.

 

Texts: THE ANIMAL READER, by Kalof and Fitzgerald; INTIMATE NATURE: THE BOND BETWEEN WOMEN AND ANIMALS, by Hogan; NEVER CRY WOLF, by Mowat; A POCKET STYLE MANUAL (5th edition) by Hacker.

 

Credit/Evaluation: Faithful attendance. Active participation in class discussions, presentations, writing workshops, and other activities. Completion and quality of coursework: several short reflective and analytical essays, an Autobiographical Narrative, a Research Essay, a Writing Plan, and a Book of Questions.

 

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42041 | 201a Critical and Reflective Inquiry

Helling (5 credits)

 

Materials fee: $14.49

 

Prerequisite: Admission to Fairhaven College: required of all new students in their first quarter of enrollment at Fairhaven.

 

Civil Rights
This class will take a good look at what "civil rights" are and whether relying on them can achieve equality in our country. What is the reach and promise of the law in securing equality? Are there inherent obstacles in pursuing a legal strategy? How might we best go about fashioning a society that includes everyone fully? We will study key civil rights cases involving a variety of communities, including looking at the concepts of race, gender, sexuality, and disabilities.

 

Texts: CIVIL RIGHTS STORIES by Gilles and Goluboff, and AND WE ARE NOT SAVED by Bell. Recommended: Any legal dictionary

 

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. Active participation in discussions informed by thoughtful reflection on the readings expected. Assignments include two analytical papers, weekly reflection papers, and an oral presentation coupled with a ten- page research paper on a topic having to do with power, privilege or law.

 

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42236 | 201a Critical and Reflective Inquiry

Eaton (5 credits)

 

Materials fee: $14.49

 

Prerequisite: Admission to Fairhaven College: required of all new students in their first quarter of enrollment at Fairhaven.

FOOD FOR THOUGHT Tell me what you eat, I'll tell you who you are. ~Anthelme Brillat-Savarin

 

Hunger: One of the few cravings that cannot be appeased with another solution. ~Irwin Van Grove

 

"Hunger also changes the world - when eating can't be a habit, than neither can seeing" Maxine Hong Kingston

 

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 some of these varied aspects of food, using both critical and reflective reading and writing to consider of 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 to investigate recipes to live by that might sustain our hungry bodies, spirits and humanity.

 

Texts: OMNVOIRE'S DILEMMA by Pollan, and 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. In addition, this is a 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.

 

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42434 | 201a Critical and Reflective Inquiry

Cornish (5 credits)

 

Materials fee: $14.49

 

Prerequisite: Admission to Fairhaven College: required of all new students in their 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 by Ackerman; THIS I BELIEVE ed. By Allison; A POCKET MANUAL OF STYLE (4th edition)by Hacker. Others if announced. Also, students are to compile a notebook of texts they download and print from Blackboard, 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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42435 | 201a Critical and Reflective Inquiry

Rowe (5 credits)

 

Materials fee: $14.49

 

Prerequisite: Admission to Fairhaven College: required of all new students in their 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 are Facebook and MySpace changing student life? How important is ethnic identity? Are there real, biologically caused differences between the way men and women act, think, speak, and behave? Do we need an ethics of consumption to combat child labor? Is a college education today the equivalent of high school forty years ago and are Americans getting dumber by the day? Is the earth warming at a dangerous rate or that just a lot of hot air? The essays written on different perspectives of these and other timely issues will help us hone our critical reading skills. They will also serve as models for our own writing.

 

Texts: AMERICA NOW 8th ed., edited by Robert Atwan; A POCKET STYLE MANUAL 5TH ed., by Hacker.

 

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

 

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42042 | 202a Humanities and the Expressive Arts

S'eiltin (5 credits)

 

Materials fee: $13.73

 

"...people are almost universally unprepared to respond to the vanguard art of our present age. They are
indeed unprepared, almost as if they belonged to an earlier century, to acknowledge it as art!"
--Arthur C. Danto

 

Today's artists violate conventions once considered fundamental to art. Art critics and historians struggle to label,
categorize, and define contemporary work that is more distinguished by theme than style or aesthetics.
Contemporary art work, therefore, requires explanations of the artist's intention, point of view, and social
environment. In this class we will identify the aspects of our modern, changing, and overwhelming society that have stimulated artists to express themselves in new ways and in new media. Contemporary artists ingeniously create works to match the scope, speed, and complexity of current events. Using mediums such as pollen, toxic earth, used dolls, menstrual blood and urine, they respond to the dynamics of the media-permeated environment, the illusions generated by Hollywood and the crisis of a defiled environment. As a result, art work raises such questions as: Is it art if it doesn't sit on a pedestal or hang on a wall? If it isn't made by the human hand? If it isn't the product of an inspired moment? If it isn't enduring or pleasing? If visual stimulation is not the artist's primary concern?

 

Throughout the quarter we will look at various contemporary (1970-2000) American artists who were and still are
consistently pushing against institutionalized canons. We will study the art of David Hammons, an African American man who assembles his art from discarded vestiges of the streets of Harlem that White Americans are likely to categorize as debris. His work is molded to reference the lifestyle in Harlem or serve as reminders of this African heritage. Barabar Kruger's bold black and white photo images incorporating healing and uplifting messages promote gender equity. James Luna, a member of the Luiseño/Diegueño tribe, uses performance art, photography and installation art as means to expose suppressed truths and project fantasies that afflict individuals and whole societies. The study of contemporary art and artists will not only help us to understand the art that exists in museums and galleries but will also enhance our perceptions of modern culture.

Students will work to develop personal creativity, practice active and perceptive reading and writing skills, cultivate a keener appreciation of aesthetic objects and events, and acquaint themselves with the critical and analytical skills and techniques of research in the humanities. The goal is to develop a sharper sense and understanding of who you are, why you are making what you are making -- a knowledge which spreads naturally to other parts of your life.

 

Texts: To be announced, plus photocopied articles.

 

Credit/Evaluation: Regular class attendance, participation in discussion, completion of two visual art projects,
regular journal/sketchbook entries, regular written assignments leading to a final term paper of approximately 10
pages, and development of an understanding of the visual arts as they reflect human experience.

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42043 | 203a Social Relationships and Responsibilities

Akinrinade (5 credits)

 

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

Materials fee: $13.73

 

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 conceptions 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; THE PHILOSOPHY OF HUMAN RIGHTS by Hayden, Patrick

 

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.

 

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42044| 203a Social Relationships and Responsibilities

Takagi (5 credits)

 

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

Materials fee: $13.73

 

Power

This course is an introduction to modern social theory focusing on the theme of POWER. By exploring the concept/resource of power, we will learn the various definitions of power, the theories concerning the sources of power, its application and the people who benefit and suffer because of power. We will also explore how the so- called "powerless" survive and even challenge the powerful. Unwittingly, you will become more familiar with and competent in critically reading texts, ideas, and competing theories. You will also learn to evaluate and interpret the experiences and writings of Maria Stewart, Hannah Arendt, Malcolm X, Audre Lorde and others within the context of economic materialism, military force, biological determinism and Foucaldian theory.

 

Competencies gained: Critical reading skills; critical writing skills; the ability to compare and contrast competing theories and ideas.

 

Texts: There are no texts to purchase. Everything is either on-line through Blackboard, or through established websites.

 

Credit/Evaluation:
1. Timely and consistent attendance; only 2 absences will be allowed. If you miss more than 2 times, you will not receive credit unless it is an emergency.

2. All readings must be completed on the date it is listed on the syllabus. You must be prepared to discuss the readings in class.

3. 2 papers (4 pages each) with 1 rewrite of each paper.

 

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42134| 203a Social Relationships and Responsibilities

Burnett (5 credits)

 

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

Materials fee: $13.73

 

Human Rights, Natural Rights, and the Environment

 

We are entering an era of radical change on a global scale, either through deliberate and considered cultural transformation, or through uncontrolled ecological and social collapse. We will examine some of the assumptions and theories that have led us to this crossroads, with particular focus on the concepts of “natural” rights, freedom, and equality. The basic theories of Thomas Hobbes, Adam Smith, John Locke, W.E.B. Du Bois, Karl Marx, feminist writers and others concern, primarily, the social construct, social justice, and the relation of the individual to society. But they also shape our relation to nature. We will discuss these classic social theorists for insight into the ideas on which modern Western—and, increasingly, global--society is based, with special attention to the effect of those ideas on our relation to and responsibility for the environment. What are my rights, and where did they come from? What limits my free will and the exercise of my property rights? What is my relation to the government, and what is its role? Does the concept of a commons have validity today? What is my relationship to the environment and what is my role? Am I my river’s keeper? We will discuss ways to transform modern cultures away from consumerism to sustainability, looking at possible changes in education, business, government, media, and social movements to save earth’s ecosystems. Are the ideas and ideologies on which modern Western society is based adequate and appropriate bases for the ethical, legal, spiritual and environmental challenges we face in the Twenty-First Century?

 

TEXTS: Eric Assadourian, ed, 2010: State of the World: Transforming Cultures from Consumerism to Sustainability, Christine Gudorf, Boundaries: A Casebook in Environmental Ethics, plus additional readings available on Blackboard.

 

CREDIT/EVALUATION: Active and informed participation in class discussions and exercises, two analytical papers, brief reports to the class, and a final project/presentation.

 

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42045| 206a Science and Our Place on the Planet

Bornzin (5 credits)

 

Materials Fee: $15.15


The theme for this section is "Sustainability: A study of human interaction with natural systems." We can scarcely avoid the evidence that much of human activity today is bringing the earth into serious ecological imbalance, threatening the very survival of our species. We see increasing rates of deforestation, species extinction, resource depletion, ozone depletion, pollution of all kinds, dying oceans, global warming, overpopulation, widespread drought and famine, fear of global plagues, proliferation of weapons large and small-and we begin to wonder whether 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 human prospects for sustainability? If we look and listen closely, we can discern hopeful alternatives emerging, new models of human activity that work harmoniously with nature. As we further our qualitative and quantitative understanding of present-day problems and their interrelated causes, we can recognize how the techniques of science can complement other human actions in dealing with present-day problems, altering causes, introducing appropriate corrective feedback. 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?

 

We will read various articles and view several acclaimed videos to provide a broad and solid background in the content of the sciences. We will then examine, question, and practice, with our own hands and minds, the assumptions and methods customarily associated with science-pattern recognition, mapping, modeling, developing language, developing and testing hypotheses, predicting, refining, challenging-noting strengths and limitations of these approaches. We will explore the social matrix in which science is practiced, recognizing power relationships and potentials for liberation or oppression.

 

From this shared perspective we will work singly or in small groups to research and present to the class an overview of particular case-studies of human interaction with natural systems, addressing the questions in the first paragraph above. Remembering that science is but one of various perspectives for understanding nature and effecting change, groups may also initiate the writing of poetry, plays, short stories, editorials, and speeches, painting pictures, making sculpture, choreographing dances and singing songs in order to address their chosen issues.

Text: EAARTH by McKibben.


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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43697| 212e Hoboism in America

Rowe (3 credits)

 

Materials Fee: $2.23


Explores the phenomenon of "riding the rails" in America. Beyond romantic images of vagabonds and freedom of the open road, hobos offer an opportunity to study American labor, race, politics and creative expression. Utilizes multi-media materials to explore the influences of "hoboing" in literature, music, and art. Individual research and teaching projects allow examination of additional aspects such as homelessness, hunger, gender relations and itinerant labor.

 

Students will write several short essays and prepare a research and teaching project for presentation to the seminar at the end of the quarter.

 

Texts: Required: Errol Lincoln Uys: RIDING THE RAILS: TEENAGERS ON THE MOVE DURING THE GREAT DEPRESSION; Recommended: Todd DePastino: HOW A CENTURY OF HOMELESSNESS SHAPED AMERICA; Clifford Williams: ONE MORE TRAIN TO RIDE: THE UNDERGROUND WORLD OF MODERN AMERICAN HOBOES; Eddy Joe Cotton: HOBO: A YOUNG MAN'S THOUGHTS ON TRAINS AND TRAMPING IN AMERICA; Thomas Minehan; BOY AND GIRL TRAMPS OF AMERICA; Tom Kromer: WAITING FOR NOTHING AND OTHER WRITINGS.

 

Credit/Evaluation: Evaluation for granting credit will be based on prompt and regular attendance; prepared and meaningful participation in discussions; the quality of several short essays and the effectiveness of the research and teaching project.

 

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43712| 218c Hispano/o American Experience

Estrada (3 credits)

 

Materials Fee: $2.23


Note: This class is cross-listed and meets with AMST 203. Students taking the Fairhaven section will be graded S/U and written self-evaluations will be required.

 

This course will provide an introduction to the historical and contemporary development of the Hispano/a- Chicano/a community. Interdisciplinary in nature, it will focus on such topics as education, emigration and economic stratification as well as on social and political institutions. Additionally, we will analyze the social context in which the Hispano/a-Chicano/a has sought to maintain and develop his and her respective culture. Special emphasis will be given to understanding the Hispano/a's Mesoamerican roots, evolving roles of the Chicana, the nature of gangs within the barrio setting, and the development of social protest. The course will involve lectures, class discussions and oral presentations by students.

 

Texts: To be announced. Possibly: FROM INDIANS TO CHICANOS by Virgil; MASSACRE OF THE DREAMERS, by Castillo; and THE LATINO READER, by Augenbaum and Olmos.

 

Credit/Evaluation: Class participation, perspective papers, participation in Bellingham's Latinfest, midterm exam, and group term project and oral presentation.

 

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42112 | 222h Illustrated Journal Poetry and Image

Cornish (4 credits)

 

Materials Fee: $6.61

 

"But do worms and metaphors belong on the same page? I've written some of my best stories about worms-- but I keep a different kind of farm journal in addition to my writing journal. No one said I couldn't have more than one." David Mas Masumoto

 

In his notebooks, Charles Darwin recorded the voyage of The Beagle. In his, Raymond Chandler kept a list of San Quentin prison slang. Tucker Shaw set out to photograph everything he ate for a year, and midway through his journal said he could suddenly "see a story in a bagel." What begins as documentation takes on deeper meaning as the act of writing things down deepens experience itself. Darwin wrote: May 19th These days have glided away very pleasantly, but with nothing particular to mark their passage. What will not habit do? I find my eye wanders idly from the Orange to the Banana, & from it to the Cocoa Nut; whilst I take no more notice than if they were laurel or apple trees. Even the exotic can become ordinary if we fail to observe it as extraordinary, but just what awakens our vision is particular to each one of us. In this most personal of writing genres, we set out to discover not only a new world, but our most intimate relationship with that world, finding the unique language--in pictures and words-- through which we speak to ourselves. The class is writing-intensive. Each student will also create original, handmade and hand-bound books, expanding the written journal with collage, monoprint, buttons, beads, paper, ribbon, sticks, feathers, photographs, etc. We will also read and study the journals of artists, naturalists, poets, travelers, and musicians.

 

Text: DRAWING FROM LIFE, NEW, JENNIFER; others if announced. Also, students are to compile a notebook of texts they download and print from Blackboard, as well as any handouts.

 

Credit/Evaluation: Full engagement in class activities, including informed participation in class discussions and completion and quality of coursework: readings; journal exercises (both written and visual); oral presentation; design and fabrication of journals. 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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42046| 223g Elements of Style

Tag (1 credit)

 

Materials Fee: $7.20


"What is a comma but a claw rending the sheet, the asthmatic's grasp? What is a question mark but what's needed to complete this thought? Punctuation: what is it, after all, but another way of cutting up time, creating or negating relationships, telling words when to take a rest, when to get on with their relentless stories, when to catch their breath?"-Karen Elizabeth Gordon

 

If you care even the least whit about how you write, this is a class for you. We will certainly examine the rules and principles of English composition, including grammar, punctuation, word usage, sentence construction, and strategies for proofreading and revision. But such examinations are sometimes dull, stuffy, self-righteous, and boring. Ours will attempt a more stylish exploration of written style, like trying on hats in a haberdashery, or hounding the hobgoblins from our foolish consistencies, or swinging outward on a swaggering buccaneer's highest rope. Will it be dangerous? Of course! An education should be.

 

So come all ye word-sick, word-loving, word-puzzled pilgrims. Bring your grammatical contusions and confusions. Your punctuated paralysis. Your fears of saying what you have to say, clearly, directly. Together we will try to unlock the mysteries of writing with style (or at least help decide when to use a dash-when parentheses). We will un- dangle our modifiers, un-awk our words. All are welcome to take this course. This will be a fun and challenging one- credit course, hopefully helping each of us get out of our one-horse towns, tilt at a few windmills, and learn what there is to learn in the wide, wide world of writing well.

 

Text: A DASH OF STYLE, by Lukeman

 

Credit/Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing assignments. Presentation of a special project.

 

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43699| 226h Words

Tag (4 credits)

 

Materials Fee: $13.23

 

"Were you thinking that those were the words, those upright lines? those curves, angles, dots? No, those are not the words, the substantial words are in the ground and sea, They are in the air, they are in you." -Walt Whitman

 

Words, words, words. This course is a celebration of-and an immersion in, an exploration of, a wallowing in, an investigation of-the world of words. What we say, what we hear, how we think-nearly all of it is filtered in some way through the medium of words, spoken and unspoken. We will examine the amazing power of words to seduce, to name, to cajole, to threaten, to heal, to hurt, and to inspire. We will follow the sometimes strange and illuminating paths of their roots, as well as challenge ourselves to coin new words out of the vital and vibrant stuff of our lives. We will engage in wordplay and word games, in the fun of puns, the twang of slang, the bargain of jargon, and in the prime-time grime and chime of rhyme. At the heart of it all will be the words themselves-tangible though elusive, delicious though common, electric though silent.

 

This is a course for those of us who want to get inside the words we use everyday, who want to see the beauty and power in what we say to each other, in what we write, and in what we sometimes lose at the tips of our tongues and sometimes find in the vast word-hoards of our minds. We will read dictionaries. We will scan newspapers, magazines, poems, advertisements, and books for words that seem intriguing, puzzling, or wild. We will eavesdrop, listening for the rhythms and cadence and odd and common ways words are strung together in speech. We will investigate, research, and think about words, dream about words, eat our words, and write our own word histories and essays, perform our spoken words, and make our own personal dictionaries.

 

Texts: ENCYCLOPEDIA OF AN ORDINARY LIFE, Amy Krouse Rosenthal, WORD WARRIORS: 35 WOMEN LEADERS IN THE SPOKEN WORD REVOLUTION edited by Olson, AN AMERICAN PRIMER by Whitman, and a good hefty dictionary (the AMERICAN HERITAGE DICTIONARY has pictures and word roots!)

 

Credit/Evaluation: Faithful attendance, completion of all reading, and participation in the class discussions and all individual and group work. Completion and quality of brief Reflection Essays, as well as the "Your Name Here" Essay, the Taboo Essay, the Spoken Word Performance, and the Personal Dictionary Project.

 

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42047| 231n Applied Human Ecology: Sustainable Systems

Bornzin* (4 credits)

*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."

Materials Fee $15.15

 

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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43700| 243t Awareness Through the Body

Conton (4 credits)

 

Materials Fee: $7.20

 

"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: Tentative: SENSES WIDE OPEN by Putnoi; A NATURAL HISTORY OF THE SENSES by Ackerman; and selected articles.

 

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, several 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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42048| 252v Introduction to Drawing

S'eiltin(4 credits)

 

Materials Fee: $22.10

 

This class is designed for students with little or no prior drawing experience, but can accommodate advanced drawing students willing to expand on all assignments. All exercises will emphasize drawing from "nature" as opposed to one's imagination. Various observation exercises will contribute to improved and refined rendering skills and the ability to create the illusion of three dimensions on a two dimensional surface.

Throughout the quarter lessons in basic design principles, color theory and draftsmanship will be explored and experimental drawing exercises, such as combined media drawings using printmaking techniques, may be included in the final projects.

 

Students will be encouraged to take risks, to experiment with new drawing styles, to draw without looking and to look without drawing! A wide variety of collaborative and individual drawing exercises will work to challenge previously held standards and parameters that constitute a "good" drawing. Together we will create very large and very small expressive, daring and meaningful drawings.

 

Text: EXPERIMENTAL DRAWING by Kaupelis.

 

Credit/Evaluation: In class and take-home drawing assignments will be evaluated on student's ability to work with integrity, to become and remain engaged in the drawing process, to take aesthetic risks and to accept that each assignment represents a learning experience not a masterpiece. Four major take-home assignments as well as in class assignments will be critiqued throughout the quarter. Students will also be required to keep an "active" journal/sketchbook with approximately 75 entries made by quarter's end. Perfect attendance, promptness, fluency in the artwork and active participation in group assignments and critiques will be essential for receiving credit.

 

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41291| 255y Folk Music Experience: Songs of the Appalachian Mountains

Eaton/Bower (1 credit)

 

Materials Fee: $7.52

Fair 255y Folk Music Experience: Songs of the Appalachian Mountains

 

This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. For this quarter, we will focus on the many roots of American folk music, the songs of the Appalachian Mountains. Students will be expected to participate in discussion on the book during the first five weeks of the course. In addition, each student will 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, but will not required, that these songs come from the Appalachian tradition. Students will write a short, 1 page (single-spaced) 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: WILL YOU MISS ME WHEN I'M GONE? THE CARTER FAMILY & THEIR LEGACY IN AMERICAN MUSIC by Mark Zwonitzer & Charles Hirshberg

 

Credit/Evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, one short research paper and song presentation, and practicing and presenting music in a small group. Writing in this course: One draft of a 1 page single-spaced research paper.

 

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43701| 270b Introduction to Digital Video Production

Miller (2 credits)

 

Materials Fee: $52.00
NOTE: This course was formally 275b. Students who received credit for 275b may not take 270b for credit.

 

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 5 FOR MACINTOSH by Brennies. Students will need to purchase 5 mini DV tapes at a cost of about $25.

 

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

 

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43702 | 270h Audio Recording I

Fish (4 credits)

 

Materials Fee: $74.00


NOTE: This course was formally 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), patchbays, 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 independent 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 by Owsinski

 

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.

 

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43826 | 275f Ethnomycology with ID Lab

Ré/Tuxill (4 credits)

 

Note: This class will be taught by Fairhaven senior Dario Ré under the supervision of Prof. John Tuxill. For guidelines on such classes, please refer to the "Student Guide to Fairhaven College."
 
seas of towering trees
festooned with bugs and bees
glossy with coastal rain

leaves

hiding in the landscape
a kingdom
not animalia
nor plante
only immersed in the lives of each
--Dario Ré

 

Objectives for this course are to recognize macroscopic characteristics of higher fungi, develop field identification skills with emphasis on genera, build confidence in identifying mushrooms with keys, and enrich our overall appreciation for the importance of mushrooms [To me, the “relationship” sounds a bit vague.] . Each week in the first of two classes we will practice using identification keys in the lab with our collected specimens. On the other day we will have presentations, readings, discussions and guest speakers on topics ranging from mushroom knowledge in cross-cultural contexts to mushrooms in contemporary art. Students will be expected to complete all the readings and contribute collected mushrooms to the class identification lab each week as well as complete five projects and attend a foray and meal on Saturday, 23 October. Projects include:

1. Present a mushroom species of your choice to the class.

2. Keep detailed field notes to aid in identification, noting things like: date, location, weather, substrate (humus, soil, grass, moss, dung, wood, etc.), if growing on wood, whether on conifer or hardwood, macroscopic information (size, color, texture, odor, [Best to omit taste as a possible identification tool. We really don’t want to encourage student experimentation in this area!…] gill attachment, veil, ring, stalk, volva, spore color if discernable in the field), and the vegetation nearby, paying special attention to trees.

3. Organize a specimen catalog of every mushroom you successfully identify in and outside of lab. You will be expected to include: the scientific name (visit Arora’s taxonomic correction website to confirm each name); latin/greek word elements (which can be found between pages 901-912 in Arora MD); common name if available; and uses if applicable.

4. Contribute time and energy to our class project collecting and labeling spore prints to include in the Fairhaven herbarium.

5. Present an ethnomycological case study to the class.

 

Texts/Supplies: MUSHROOMS DEMYSTIFIED by David Arora, one small all-weather notebook, wax paper, wicker basket, recycled containers of various sizes. Additional readings will be made available. Recommended texts: MUSHROOMS OF THE PACIFIC NORTHWEST by Steve Trudell & Joe Ammirati, DECOMPOSITION: AN ANTHOLOGY OF FUNGI INSPIRED POEMS by Renée Roehl & Kelly Chadwick.

Credit/Evaluation: Regular attendance (including our Saturday foray on 23 October), contribution of collected mushrooms each week and completion of all projects and readings.

 

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