Larner (4 credits)
Prerequisite: Required of all Fairhaven students. Senior Status and must have applied for Graduation for Fall
Materials Fee: $14.49
Reflections from previous students:
"Taking the time to look back, see what I've accomplished and where I've come from gives me a feeling of completeness; like I've "wrapped the bundle." Something I have really valued about Fairhaven is the process...spending my last quarter reflecting with other seniors is the sweetest farewell!"
"I was delighted to find that Fairhaven was turning loose such educated, wise and creative critical thinkers into the world. The sincere and unique quality of other students' writing and presentations inspired me to speak in an authentic voice; to be honest with myself and others in constructing my summary and evaluation and my presentation."
"This seminar provides an opportunity to reflect on your education, to explore in writing, conversations, and
presentations what you have discovered and learned along the way, what challenges you faced, what surprised
you, what changed your ways of thinking, and what you accomplished, produced, and created. At the heart of this
seminar are two final opportunities to express what your education has meant to you: (1) the writing of the
Summary and Evaluation (the infamous S&E), that is, your own story of what happened to you during your
educational journey and your reflections on it all, and (2) a presentation, or the teaching, of something at the heart
of your educational experience."
Each seminar develops a different life of its own, depending on the faculty member teaching it and the students who participate in it. Every seminar, though, engages in conversations, listening, writing, and presentations. Class texts provide something common to read, explore, think about, and reflect on. The goal is to create a supportive learning community in which each of you can speak and write honestly about your education. The seminar also offers time to look forward, to consider the opportunities and challenges that lie ahead, and to discuss the questions, concerns, and responsibilities that each of you are bringing with you into the wide world beyond Fairhaven.
Expect to do lots of writing. Expect to lead discussions. Expect to work together with your classmates, reading each other's writing, listening to each other's experiences, viewpoints, and insights. Expect to engage fully in helping others construct and share meaning as you reflect critically on your education. Expect to discover something new about your classmates, about the world itself, and about what is possible when a group of people tries to genuinely share with each other what they have really learned.
Texts: SOUL OF A CITIZEN, by Loeb.
Montoya-Lewis (4 credits)
Prerequisites: Fair 201a, 203a, 211b or permission of instructor
Materials Fee: $5.00
THIS COURSE MEETS THE UPPER-DIVISION SOCIETY AND THE INDIVIDUAL REQUIREMENT.
"On the discovery of this immense continent, the great nations of Europe were eager to appropriate to themselves so much of it as they could respectively acquire . . . But, as they were all in pursuit of the same object, it was necessary . . . to establish a principle which all should acknowledge as the law by which the right of acquisition . . . should be regulated between themselves."
Chief Justice John Marshall
U.S. Supreme Court
Johnson v. M'Intosh, 21 U.S. (8 Wheat.) 543 (1823)
This course will look at the construction of ownership under United States law. What can be owned and why? How did this country, already occupied when discovered by European nations, come to be owned by European crowns? How did the decision in Johnson v. M'Intosh impact the property law field? The course will explore concepts of property law using the case study method and a law school textbook, with some supplemental materials focusing on the Native American Graves Protection and Repatriation Act. In addition to looking at basic concepts of property law, we will also look at how concepts of ownership impact community and individual choices with a particular focus on the impact on U.S. indigenous communities..
First day of class reading assignment: Please read pages 3 through 14 and brief the case (Johnson v. M'Intosh) for
the first class meeting.
Text: Property Law: Rules, Policies, and Practices, by Joseph William Singer, 4th Edition, 2006. Grave Injustice: The American Indian Repatriation Movement and NAGPRA, by Kathleen S. Fine-Dare, University of Nebraska Press, 2002. Any good legal dictionary such as Black's Law Dictionary or Barron's.
Credit/Evaluation: In order to receive credit for this class, all assignments must be satisfactorily completed. Students must also comply with attendance policy). Evaluation will be based upon oral presentation of cases in class, case briefs, active class participation, performance on a midterm exam, and improvement from the midterm exam to the final exam. This course is taught like a first year law school property course. Expect to spend significant time on reading and assignments.
Conton (5 credits)
Prerequisite: Cross-cultural study or instructor permission
Materials Fee: $13.70
THIS COURSE MEETS THE UPPER-DIVISION SOCIETY AND THE INDIVIDUAL REQUIREMENT.
Well-being is a concern in all societies. Health, as a category, includes a wide variety of practices, attitudes, and beliefs held by different people. Examination of health belief systems in cross-cultural perspective familiarizes students with modes of explaining and treating illness in a wide variety of cultures, including our own. We will discuss the roles of healer and client, sorcery and witchcraft, diagnosis and divination, treatment strategies, birth practices, and the impact of westernization on non-western medical systems in various cultural contexts. We will also consider the delivery of appropriate health care for ethnic minorities in the United States.
Texts: HEALING MAKES OUR HEARTS HAPPY, Richard Katz; THE SPIRIT CATCHES YOU AND YOU FALL DOWN, Anne Fadiman; and a manual of selected readings to be purchased at the WWU Bookstore.
Credit/Evaluation: Regular attendance, familiarity with the assigned readings and informed participation in and facilitation of class discussion, two learning assessments, as well as an individual or collaborative project which may take the form of an academic journal, research paper, field investigation or book reviews that will be presented to the class. Class work will demonstrate a cross-cultural understanding of the structure and dynamics of health- related behavior, and awareness of the socio-cultural components of one's own health belief system.
Larner (4 credits)
Prerequisite: Fair 354v, previous 300-level work in scriptwriting in any medium, or permission of instructor
Materials Fee: $6.61
THIS COURSE MEETS THE UPPER-DIVISION HUMANITIES AND THE EXPRESSIVE ARTS REQUIREMENT
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 will be followed by intensive work on each student's individual project. Students are expected to complete at least the equivalent of a longer one-act play (30-60 minutes in length), and are strongly encouraged to tackle part or the whole of a full- length work. The particular goal for each 454y student will be individually negotiated with the instructor early in the quarter. 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.
Emphasis will be placed on acquiring a sharp, critical sense of dramatic action, on developing strong technique for the stage, screen, or radio, and on completing the script and bringing it through a complete revision. If time remains, students will be urged to get their scripts ready for production--screenplays for video production and showcasing here on campus, and/or through the Projections Film Festival in Bellingham, and through film and video festivals in Seattle; stage plays for production here at Fairhaven, and/or at the New Playwrights Theatre or Student Theatre Productions 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. There will also be discussion and resources available for marketing scripts to theatres and film producers.
454y students are expected to make substantial critical contributions to the work the class, to offer leadership in discussion, and to reflect an advanced understanding of our texts, and our dramatic material and its workings.
Texts: Jeffrey Sweet, Solving Your Script; Robert McKee, Story. Syd Field, Screenplay: the Foundations of Screenwriting, may be used, and a play and/or a screenplay, TBA, may be required, as may attendance at selected film screenings and/or theatre productions.
Credit/Evaluation: In addition to providing leadership in class discussion, and in doing and staging the exercises, 454 students will be responsible for finishing the project individually negotiated with the instructor. Minimum requirement: one act play or it's equivalent in another medium, 30-60 minutes in length. 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 improvement in technique and style, its aptness for the stage or screen (or appropriate medium), and the overall development of the writer during the term.
Rowe (3 credits)
Materials Fee: $2.23
THIS COURSE MEETS THE UPPER-DIVISION SOCIETY AND THE INDIVIDUAL REQUIREMENT
The major focus of this seminar will be a comprehensive study of the repatriation issue. We will examine the historical desecration of Indian burial sites and the repatriation of human remains and items of cultural patrimony under terms of the Native American Graves Protection and Repatriation Act. Throughout, we will remain conscious of the often-strained relationship between academics, especially anthropologists and archaeologists, and Indian peoples. Additional emphases will be on questions surrounding control of Indian sacred places, infringements on Indian religious freedom, and instances of cultural appropriation.
Participation in the seminar will be limited to self-motivated students willing to complete copious reading during the quarter, participate meaningfully in serious discussions, and prepare a research and teaching project for presentation to the seminar at the end of the quarter. Students will write several short response essays and a 10- 342-page formal research paper. Note: Participants in three previous seminars have had their paper session proposals accepted and have presented their work at national professional conferences in Chicago, San Francisco, and San Diego.
Texts: SKULL WARS: KENNEWICK MAN, ARCHAEOLOGY, AND THE BATTLE FOR NATIVE AMERICAN IDENTITY by Thomas; SPIRIT WARS: NATIVE NORTH AMERICAN RELIGIONS IN THE AGE OF NATION BULDING by Niezen.
Credit/Evaluation: Evaluation for granting credit will be based on prompt and regular attendance; prepared and meaningful participation in discussions; the effectiveness of the research and teaching project; and completion of the research paper.