McClure (1 credit)
Materials Fee: $13.73
Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven. One credit is all it takes to teach you EVERYTHING you need to know to be a successful, interdisciplinary, revolutionary Fairhaven College student? 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.
We hope you will leave this class understanding more about why you are in college and what you can do with your time here. Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. We want to help you experience that vision to better understand it. This class is structured by providing several small group workshops targeted to help de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; ISPs; Evals...) and sharing essential information you need to participate as an informed member of your new community of Fairhaven College and Western Washington University.
Texts: Fairhaven College website.
Credit/Evaluation: This Fairhaven College Core Class is a graduation requirement. Award of credit will be based on completion of assignments, documented participation in the required class meetings and 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.
Cornish (5 credits)
Materials Fee: $14.49
Prerequisite: admission to Fairhaven College; required of all new students in 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 ìthe mindî isnít 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 loverís 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 Blackboard, as well as any handouts.
Credit/Evaluation: Students are expected to make a commitment to the class. Such commitment requires steady effort in oneís 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.
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 ìnormal is, and how other people and other groups of people may differ from us. They lead us to persistently ask, "How should I act?" "What should I do?" "What should I be?" "What makes meaning and value?"
This term, we will examine the relationship between justice and imagination. Has the vision of morality, good government, and justice held by the supporters of the president elected in 2008 shaped out current policies? Have other governments had more success turning their conceptions into reality? What is the relationship between political challenge and artistic conception? We will respond through experiment with the creative arts, and through critical reading of poetry, fiction, and drama, with possibilities for interested individuals in visual art, 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. Since drama has 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 and fiction TBA. Drama readings selected from: ANGELS IN AMERICA, PARTS I AND II, by Tony Kushner. 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, PRAVDA, by Howard Brenton and David Hare; ANTIGONE, by Sophocles; MAJOR BARBARA, by George Bernard Shaw. Film versions of most of the plays will be shown in the film-viewing session.
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.
Anderson (5 credits)
Materials Fee: $13.73
Prerequisite: admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.
This seminar is a critical introduction to modern social theory - the ideas and ideologies on which modern society is based. It examines the historical conditions in which Enlightenment ideas emerged to make a case for greater freedom and equality for men of a certain race and class. It also examines the conditions under which subsequent generations applied Enlightenment ideas to the circumstances of their times to challenge continuing inequalities based on class, race, and gender. We explore social theory as a lens for comprehending how individuals have conceptualized their lives and relationships and how social movements have articulated arguments for changing the social order.
Texts: selected readings from John Locke, Mary Wollstonecraft, Thomas Paine, Karl Marx, W.E.B. DuBois, Anna Julia Cooper, and others.
Credit/Evaluation: active and informed participation in class discussion, contribution to a small group presentation, and two analytical papers demonstrating an understanding of theoretical perspectives and their relationship to specific social issues.
Rowe (5 credits)
Materials Fee: $13.73
Prerequisites: admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.
This seminar examines the social theories that define and critique the foundations of modern society and social relationships. We will define, at a minimum, the Frankfurt School, Structuralism and Post-Structuralism, Modernity and Post-Modernity, and Feminism and Post-Feminist Theory. We use these foundations to explore social justice issues in society and assess the degree of individual responsibility to act.
As a consistent theme we will relate what we learn to the phenomenon of globalism, arguably the defining characteristic of modern society as it has produced changes in social relations, food production, health and disease, and the environment, to name only a few. We will ask: Why does the system that can provide more food than ever before in history produce widespread famine? Why does a system with advanced health and medical knowledge find it a struggle to deal with epidemics and individual health care? And consider: some political, religious, and social groups resist globalism. What informs the struggles of interest groups including terrorists and citizen-activists?
Texts: REQUIRED: Anthony Elliott, CONTEMPORARY SOCIAL THEORY: AN INTRODUCTION.
Credit/Evaluation: Participants will be evaluated on prompt and regular attendance, completion of all reading assignments as evidenced by meaningful contributions to discussions and the quality of their small group discussion leadership, and the success of their presentation of a small group research and teaching project at the end of the quarter.
Burnett (5 credits)
Materials Fee: $13.73
Prerequisites: admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven. 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.
Bower (5 credits)
Materials fee: $15.09
The Lives of Birds
In this field course, we will study ornithology, the science of birds, in several different ways. In the classroom, we will learn to identify common local birds, and then weíll take field trips to forests, wetlands, and the Salish Sea to meet them in person. While in the field we will ponder just what the lives of birds are all about. Are they machines, mindlessly doing what their DNA tells them to, or are they thinking entities negotiating complex social lives? What are their family lives like? And what about love and aggression in the bird world? In the classroom, we will examine key concepts in evolutionary theory, ecology, and animal behavior by focusing on a few of the studies of birds that have contributed to our understanding of these concepts. Finally, we will do some research ourselves by participating in collaborative research projects conceived, designed, and conducted by the students in the class. Through all these means, we will deepen our understanding of how science works in the real world versus in the artificial world of many science classrooms.
Texts: Jonathan Weiner, THE BEAK OF THE FINCH; Fred Bodsworth, LAST OF THE CURLEWS; and Roger Tory Peterson, PETERSON'S GUIDE TO THE BIRDS OF WESTERN NORTH AMERICA, 4th edition.
Credit/evaluation: Attendance, informed participation in discussion, participation in field trips, several short writing assignments, a field journal, developing the ability to identify roughly thirty bird species, and participation in field research projects resulting in two drafts of a scientific paper and a class presentation.
Montoya-Lewis (5 credits)
Materials fee: $11.06
This is a requirement of the Law, Diversity & Justice concentration.
What is justice? Do the legal systems of the United States provide it? This course is an introduction to the federal, state and tribal legal systems. We will look at the common law (cases written by judges), statutes, and the U.S. Constitution. Over the course of the quarter, students will learn how to read and analyze cases and statutes and use legal reasoning techniques to make legal arguments. We will consider the role of attorneys and judges in society and the role of the legal system in society as one of our most critical institutions. Throughout the quarter we will ask how/whether the legal systems provide access to justice.
In this course, we will focus on the development of a particular line of cases that address a single issue. By the end of the quarter, students will have a thorough understanding of a series of cases and be able to analyze the possible directions the U.S. Supreme Court might take in upcoming cases on a similar issue. We will look closely at how changes to the make up of the Court impact the analysis of legal issues.
This course is a REQUIRED PREREQUISITE for all upper division law-related courses taught by Professor Montoya- Lewis, Professor Akinrinade and Professor Helling.
Texts: LAW 101: EVERYTHING YOU NEED TO KNOW ABOUT THE AMERICAN LEGAL SYSTEM, by Jay Feinman. There will be a course reader required for this course as well (available at the bookstore). A legal dictionary is also requiredóany will do, including BLACKíS LAW DICTIONARY or Barron's.
Credit/Evaluation: In order to receive credit for this class, every assignment must be turned in. In addition, excellent attendance will be required (missing more than two classes may result in no credit). Evaluations will be based upon successful completion of assignments, attendance, and class participation.
Bornzin (3 credits)
Materials Fee: $15.09
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."
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.
Texts: 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.
Eaton/Bower (1 credit)
Materials fee: $7.52
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 folk-punk music, with the help of Nick Duncan, a Fairhaven senior who will help us teach the course. 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, but will not require, that these songs come from music related to the folk-punk scene.
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: There will be no one text for this course - readings will be assigned from a variety of sources.
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.
Miller (2 credits)
Materials Fee: $ 52.00
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.
Fish (4 credits)
Register for ONE section of class and lab Materials
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), 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 anassigned 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.
Rolnick/Gilman (4 credits)
This is a student-led class taught by senior Alexander Rolnick under thesupervision of Dean Roger Gilman.
"Science fiction is not predictive; it is descriptive," writes Ursula K. LeQuinn in the introduction to THE LEFT HAND OF DARKNESS. This simple statement might confuse many readers unfamiliar with the genre of science fiction -- after all, science fiction often lays out what we take to be possible futures. However, genre of science fiction does not (generally, at least) attempt to predict the future. Instead, science fiction describes and extrapolates from our own society, placing many of the constructs we are familiar within unfamiliar setting, sometimes changing them beyond clear recognition.
In this course, we will focus on modern utopian and dystopian science fiction in the hopes that it will allow us to analyze our own political, social, and economic reality. To do this we will read Robert Heinlein's imagining of a libertarian revolt in THE MOON IS A HARSH MISTRESS; LeGuin's ambiguous anarchist utopia in THE DISPOSSESSED; and Samuel R. Delany's heterotopia in TROUBLE ON TRITON. Alongside these works of fiction we will read interdisciplinary critical analysis, political theory, and even some political science. We will also devote some time to political science fiction in film and television, watching CHILDREN OF MEN, BRAZIL, and possibly DISTRICT 9 as well as select episodes of BATTLESTAR GALACTICA and STAR TREK. All these materials will help us confront the following questions and many more: How does science fiction help us shed new light on the political world? What is the role of science fiction in developing personal understandings of politics? Can science fiction help us deepen our understanding of political theory? Finally, can science fiction shed light on the future or create initiative for change?
Note that this course will be reading and writing intensive. If you are not prepared to actively engage the material, you should not enroll.
Texts: THE MOON IS A HARSH MISTRESS by Robert Heinlein; THE DISPOSSESSED by Ursula LeGuin, and TROUBLE ON TRITON by Samel Delany. Alongside these works of fiction we will read interdisciplinary critical analysis, political theory, and political science.
Credit/Evaluation: Regular attendance, engaged participation, short reactions, 2 review papers (2 pages) and a final book report on a work of political science fiction (5-7 pages) that will be presented in class. Your evaluation will be based on the quality of your engagement with the course as a whole. Your development as a critical reader and thinker will also be important. By the end of the course, you should have a deeper sense of the way science fiction informs and reflects on reality.
Giffin/Miller (4 credits)
This is a student-led class taught by senior Sam Giffin under the supervision of Instructor Mark Miller.
This class will introduce basic techniques and methods to develop and produce a short film. Each student is responsible for completing an edited movie, at a minimum of 3 minutes in length, which they will be encouraged to submit to a film festival. The subject of each student's film is up to the student, but must be approved by the instructor. In the first two weeks, we will discuss story development and brainstorm ideas. In the third week, production should be underway for all students. By the fifth week we will move into post-production, learning to use editing equipment and software, including the common program Final Cut Pro. By the 7th week students should have a ruff-cut of their film complete. By the 9th week, we wil begin reviewing short films; offering mirrors and critiques as a class.
Text: Optional, but recommended, THE INDEPENDENT FILM AND VIDEOMAKERíS Guide 2nd Edition, by Michael Wiese.
Credit/Evaluation: Completion of a short film, three minutes in length; participation in a minimum of 8 out of 10 class sessions (unless otherwise approved by instructor); display of knowledge gained from the class.
Bornzin/Jones (3 credits)
This is a student-led class taught by Senior Ayssa Jones under the supervision of Instructor Gary Bornzin.
This course seeks to explore the oft-forgotten and often intangible sense of place that individuals develop throughout their lives. Students will be introduced to the concept of sense of place, reflect on their own unique perspective, and apply the knowledge of this topic to sustainable practices. In doing so, students will seek to address the question of whether or not oneís sense of place or lack thereof contributes to the desire, motivation, and ability to take actions that promote sustainability within both environmental and social contexts. Other questions explored throughout the investigation of this core theme include: How do individuals form a place- identity and sense of place? How does oneís sense of place contributed to caring for place? Alternatively, how does oneís lack of place-identity affect how an individual may view and care for places/spaces they inhabit? What cultures around the world express strong sense of place? How do they convey this? Is there any correlation between strong place-identity and sustainable social/environmental practices?
The basis of this course will not be inquiry alone; students will deeply reflect on their personal experiences and formulate a final project that will demonstrate how attachment and familiarity with certain places can lead to action that increases sustainability. A key component of the class will be participation in discussion and personal reflections on the elements of sense of place that are addressed. In order to comprehend the complexity of these ìsense of placeî investigations, students will compare and synthesize areas of study that form the foundation for this topic, including ecology, psychology, sociology, geography, literacy and activism.
Texts: Required readings for this course consist of selected scholarly articles and passages from other texts that will be provided on Blackboard or available through Westernís Libraries article database. See Reading and Discussion schedule below to determine arrangement and dates of readings.
Credit/Evaluation: Active Participation in class discussions, attendance, weekly responses in Reflection/Meditation journal, two (2) Extended Reflections--Questions/Reflections/Critiques on selected reading(s), self Sense of Place Essay/Presentation, community Project proposal, activity, and Project Report and project Presentation.