McClure (1 credit)
Materials Fee: $14.32
Prerequisites: admission to Fairhaven College
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. 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.
Cornish (5 credits)
Materials Fee: $15.11
Prerequisites: admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven.
The Five Senses
Hairs make wonderful organs of touch. "Breeze" our brain says without much fanfare,
as a few hairs on our forearms lift imperceptibly.
Diane Ackerman, A NATURAL HISTORY OF THE SENSES
Most people think of the mind as something floating in the head, yet studies in physiology tell us that "the mind" isn't centered in the brain but travels the whole body by hormone and enzyme, making sense of the complex wonders we call touch, taste, smell, hearing, sight. We sip a Starbuck's frapuccino, lift our faces to the rain: our senses define the edge of awareness, and we spend our lives in bodies that explore the perimeters. Thoreau took moonlight walks through the fields when the tassels of corn smelled dry. Flaubert wrote of smelling his lover's slippers and mittens, which he kept in his desk drawer. This class considers touch, taste, smell, hearing, vision, and how they relate to culture, to memory, to a notion of the "self." We consider taboos that attach to the senses and examine the consequences of excess. Beyond this, we contemplate how we expand individual, empirical knowledge with the authoritative knowledge others: whose authority do we accept and how does it alter our perspective?
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.
Texts: A NATURAL HISTORY OF THE SENSES, Ackerman, Diane; THIS I BELIEVE, ed. Allison; A POCKET MANUAL OF STYLE (5th 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.
Tag (5 credits)
Materials Fee: $14.30
"I dwell in Possibility" - Emily Dickinson
What better way to slog and leap through the wet days of spring than to take a class devoted to exploring the very springiness of spring? We will play music, dance, make art or films or poetry, take photographs, draw, write, perform, and do anything else we can conjure up as a way to make a creative response to spring itself. We will consider how a diverse range of artists, writers, dancers, and musicians have responded themselves to spring. We will ask springy questions. We will also explore the town of Bellingham, searching for what spring is right here, in this place and time, in its alleyways, coffee shops, parks, gardens, events, moldy buildings, and people. We may listen to birdsong, investigate flowers, observe the mating rituals of animals, walk in the rain, build nests, and feel how the veins of our own lobed hands spread out to express themselves like leaves. Spring, as we may discover, has many meanings. It is a source, origin, beginning; an actuating force or factor; a motive; growth, renewal, rebirth; elasticity, resilience; energetic bounce; the act or instance of jumping or leaping; a small stream of water flowing naturally from the earth; a warping, bending, or cracking; the point at which an arch or vault rises from its support; and the season between winter and summer. Come join us as we spring forth into spring. It is a time to come out and play, far and wee, to linger in the longer days, to awaken from your winter slumber and make a fresh start, to meet your neighbors, and to explore the promise of such luminous light, such marvelous possibilities.
Texts: to be announced.
Credit/Evaluation: Presence. Full participation. Risk-taking. Curiosity. Completion of weekly creative projects, assignments, group performances, and a final Spring Fling.
O'Murchu (5 credits)
Materials Fee: $14.32
Prerequisites: admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.
Free and equal?
The seminar is a critical introduction to modern social theory - the ideas and ideologies on which liberal democracy is based. The seminar will trace the origins of enlightenment ideas that humans are born free and equal. We will examine how radical those ideas were in the context of their times, and how they provided a basis for limiting the power of the state and the church to intervene in propertied men's lives. We will then examine how the universalist ideals of the liberal enlightenment excluded those without property, people of color, and women. Students examine what happens when the ideal of society as a social contract between free and equal rights-bearing citizens is confronted with the realities of class-based inequality, racism, and sexism. Is society really a contract between free individuals? What rights and obligations should our membership in society entail? We ask whether modern liberal democracy can really provide equal citizenship for workers, women, and people of color, and we examine the theories of social justice that movements for socialism, decolonization, and feminism employ to remake our world.
Texts: John Locke, SECOND TREATISE ON GOVERNMENT; Karl Marx and Frederick Engels, COMMUNIST MANIFESTO; W.E.B. Du Bois, THE SOULS OF BLACK FOLK; and selected pieces by Malcolm X, Charles Mills, Susan Moller Okin, John Rawls, Amartya Sen, and Patricia Hill Collins.
Credit/Evaluation: active and informed participation in class discussion, contribution to a small group presentation, and two or three short analytical papers, in two drafts, engaging with the courses theoretical perspectives and questions of social justice.
Burnett (5 credits)
Materials Fee: $14.32
Prerequisites: admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.
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, 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 explore a range of specific cases from around the world, illustrating the complex ethical issues that often arise when human communities face decisions concerning the natural world. And 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? Can they be changed? How?
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, engaged participation in discussions, regular attendance, two short reflection papers of 3-5 pages, and a class presentation on each.
Bower (5 credits)
Materials Fee: $16.43
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 we'll 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.
Osterhaus (4 credits)
Materials Fee: $18.00
Open to all students at Western.
What do we, as engaged citizens, know and understand about global issues and ourselves in a world faced with the complex issues of growing economic disparities, fragile democracies, environmental degradation, wars on terrorism, militarism and homeland security, civil liberties, racial profiling, globalization, and ethnic/religious conflicts? What is our awareness of and participation in local and global efforts for peace and justice? In addition to participation in the weekly forums of speakers that are open to the campus and Bellingham community, registered students in the class will thoughtfully and critically contribute†to class discussions with weekly written reflections and research from independent media sources. In addition, students will choose and read one book related to global issues for class presentations, write a final integration paper and engage in 4 hours of "action lab" outside of class time.
Bornzin (3 credits)
Materials Fee: $15.75
Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Dr. Bornzin. For guidelines for such courses, see the "Student Guide to Fairhaven College."
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 (2 credit)
Materials Fee: $8.18
This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. This quarter the course will focus on the singer-songwriter phenomenon and ways that YouTube and digital technology has shifted the contemporary folk music.
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, that these songs come from the wide repertoire of contemporary folk music. 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: Selected readings on Blackboard.
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. Writing in this course:† One draft of a 1 page research paper.
Rowe (3 credit)
Materials Fee: $3.33
Also offered as AMST202.
An introduction to the indigenous people of what is now the United States through an examination of American Indians' cultures, histories, and governments. Focuses on sovereignty (self-government, legal jurisdiction, land claims), treaty rights (fishing, hunting, gathering), Indian/White relations (stereotypes, sports mascots, discrimination), education (ethnic fraud, under-representation), and economic development (casinos, tourism, mineral extraction). Employs lectures, readings, films, discussions, and activities. Students will write short response papers and an essay on the assigned novel.
Texts: Required: Roger L. Nichols, THE AMERICAN INDIAN: PAST AND PRESENT (6th ed,); James Welch, FOOLS CROW.
Credit/Evaluation: Evaluation for purposes of granting credit will be based on regular attendance, meaningful participation in discussions, completion of assignments, completion of midterm and final exams, and quality of writing.
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)
Materials Fee: $77.21
NOTE: This course was formerly 275h. Students who received credit for 275h may not take 270h for credit.
Audio Recording Techniques I explores the techniques, tools, and technology used in multi-track recording. From a beginner's perspective, this course follows the recording process starting with the tracking session, then the overdub session, and through the mix-down session. By examining the various pieces of the recording process students will learn the concepts and skills necessary to use studio equipment such as microphones (their characteristics and placement), mixing consoles (explained in detail), multi-track recorders (analog and digital), 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 an assigned reading, then in lab, and finally in the class meetings. All time spent in the studio will be documented in the lab manual in a journal entry fashion.
Texts: THE RECORDING ENGINEER'S HANDBOOK (2nd edition) by Owsinski
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.
Bornzin/Arnold (4 credits)
Note: This seminar will be led by student Rachel Arnold under the supervision of Gary Bornzin.
Do you look up at night? Do you wonder what is beyond the low lying clouds that often glow with a purple hue from the lights downtown? When you do see stars, do you see many or just a few? When it is a clear and moonless night, do you look up and feel. . . small?
In this class, we are going to explore the cosmos from the seats of ourselves, surveying the extent of what we humans understand to exist and occur in the Universe. Simultaneously we are going to track the effects that such considerations can have on our inner lives. By the end of the quarter, looking up at night should arouse a new embodied experience beyond just the fleeting glance.
The Universe today is studied at numerous scales, from the subatomic level to the cosmological. Our survey will be framed by the following: the trio of the Earth, Moon, and Sun, the overall Solar System, the Milky Way Galaxy and its galactically close neighbors, and finally, the large-scale structure of the Universe. We will study and explore these scales conceptually and creatively: What causes the phases of the Moon? Does the Moon inspire the poet, or painter, or singer in you? Is the Universe infinite? Is the Universe inside you?
Expect to explore connections amongst the scales we study and to search for your own links to the cosmos, defined by the late planetary astronomer Carl Sagan as all there ever was, is, and will be. The science behind astronomy will serve to inspire our searching while we also contemplate alternative views of the Universe and our place within it, using ideas from modalities like Systems Theory and Somatic Psychology.
Together, we will have the freedom to pursue that which sparks our curiosities and to uncover mysteries of the cosmos that can make us feel small but ultimately reveal our interconnectedness with all there ever was, is, and will be. Through the interplay of conceptual science and self expression, we will rethink the ways in which we see creativity, the Universe, and ourselves within it.
Texts: The Soul of the Night: An Astronomical Pilgrimage by Chet Raymo; and Get a Grip on Astronomy by Robin Kerrod
Credit/Evaluation: You will study, ponder, and explore the known Universe and what it is for us to be a part of it. Perhaps we can only cognitively know so much, but our creative imaginations will take us to the farthest reaches of the Cosmos; heck, maybe even to other Universes, or realities, or dimensions. . . BUT wherever you end up going, please express your learning and engagement with this class according to at least the following:
Active participation in class discussions and activities:~ this means completing the readings and other assignments as outlined in the schedule *note: details about readings/assignments will be provided via BlackBoard throughout the qt.
Completion of weekly reflection papers: ~ one (1) page MINIMUM, DUE BY SATURDAY every week
~ cover course content from the prior week (readings, in-class discussions/activities, outside-the-class experiences/thoughts, art/creative expression projects)
~ with regard to readings, please include brief summaries (a few sentences) that will signal your actually having read them, whether or not you have anything special you want to reflect/report on
Participation in final collaborative class project
~ this will involve the accumulated art/creative expression projects, reflections, and other assignments from throughout the quarter ~ it will be an in-class collaboration, meaning you must SHOW UP to do it
~ more information to come as the class unfolds
Eaton/Espinoza-Gonzalez (4 credits)
Note: This seminar will be led by student Daniel Espinoza-Gonzalez under the supervision of Marie Eaton.
"The very word 'poetry' repels people. Why is that? Because of what schools have done to it. The slam gives it back to the people.... We need people to talk poetry to each other. That's how we communicate our values, our hearts, the things that we've learned that make us who we are."
-Marc Kelly Smith
Marc Kelly Smith, co-founder of the Poetry Slam competition, stated, "The true goal [of spoken word poetry and Poetry Slams] is to inspire people from all walks of life to listen to poetry, appreciate and respect its power, and ultimately to take the stage and perform their own original works."
Spoken word poetry was used during the Civil Rights movement to creatively state opinions against political regimes and as a form of self-expression when many people were being silenced. It continues to be used as an influential form of expression to this day, as the creation of the Poetry Slam gave new life to the genre. Such artists that have taken full advantage of the potential of the art form are Patricia Smith, Saul Williams, and Gilbert Scott-Heron. Words on the page can be powerful, but the incorporation of voice, body, and performance, has made spoken word poetry one of the most impactful and empowering forms of creative expression.
Together we will learn about the history of spoken word poetry, the rise of this art form in popular culture, and about the influence of the Slam Poetry Competition. In this course, well explore our own truths and identities, the power of our voices and performance, the best practices for incorporating social and political issues, what makes a powerful poem, and create our own spoken word poems. Well begin with small exercises, but as each week passes the difficulty will increase and eventually, through writing and editing workshops, each of us will have written, memorize, and performed several of our original spoken word poems. This undertaking will require commitment, passion, curiosity, and a willingness to listen to the voices of our peers, and the voices within ourselves. By the end of the quarter, you will each possess several spoken word poems which will be performed in front of the class at our end of the quarter open mic.
Texts: TAKE THE MIC: THE ART OF PERFORMANCE POETRY, SLAM, AND THE SPOKEN WORD By Marc Kelly Smith
Note: This seminar will be led by student North Campbell under the supervision of John Tuxill.
This will be an exploration of past and present practices of commercial and subsistence harvest of seafood, with special attention to salmon, cod, tuna, and pollock. At the heart of this exploration will be the love of seafood, a care for the earths ecosystems and an understanding that our wild harvest practices can affect these ecosystems enormously. The goal is for students to build well-informed opinions of fisheries management systems.
We will trace the development of fisheries management philosophies and practices from pre-contact North America through today. Daniel Boxberger's Lummi fishery ethnohistory will share the lens of the Lummi tribe and some of their struggles to maintain their treaty-assured right to fish. With a lens of common property management we will examine social and economic contexts and consequences of the growth and retraction of industrial fisheries as they have affected some Northwest tribes, colonists, and immigrants in fishing and processing. Paul Greenberg's discussion of four major commercial species will help us see the modern, global state of wild fish harvest and aquaculture, while Ray Hilborn's guide to overfishing will assist our growing understanding of scientific, political, economic, and ethical issues related to commercial fisheries. Guest speakers, including local, professional fishermen will root us in the here and now.
Possible field trips will include a Bellingham salmon seiner, the Lummi Tribe shellfish hatchery, Bornstein Seafoods cannery, and/or attendance at a community salmon fishery meeting.
Texts: TO FISH IN COMMON, by Daniel Boxberger; FOUR FISH, by Paul Greenberg; and OVERFISHING, by Ray Hilborn with Ulrike Hilborn. Selected articles and essays are to be determined and placed on Blackboard.
Credit/Evaluation: This will be based on regular attendance and informed participation in whole and small group discussions, timely, thoughtful, informed completion of writing reflections, a short presentation on a method of commercial fishing, and presentation of a thoughtful final project.
Helling/Crowther (4 credits)
Note: This seminar will be led by student Ben Crowther under the supervision of Julie Helling.
Does the U.S. Constitution's Equal Protection Clause protect sexual orientation? How did the legal and social conditions change between when criminal sodomy laws were constitutional and when they weren't? Are queer folks politically powerless and why would that matter legally?
This course will look at how understandings of sexual orientation have been portrayed and shaped by the United States legal system. Well read foundational and modern jurisprudence, including Romer v. Evans, Lawrence v. Texas, and two brand-new opinions expected from the Court during the quarter. After establishing an understanding of equal protection jurisprudence, well apply a queer theory lens to critically analyze litigation strategies in the gay rights movement. Well also study the use and appropriateness of analogies to race, sex, and religion. Finally, well discuss the prioritization of marriage in the queer social movement. Join us for a lively discussion of these timely and important issues. Prior knowledge of the legal system is not assumed when taking this class.
Texts: The Constitutional Underclass by Evan Gerstmann; A Critical Introduction to Queer Theory by Nikki Sullivan Excerpts from additional articles and court cases
Credit/Evaluation: Credit will be based primarily on thoughtful reflections, engagement and class participation as well as completion and analysis of the assigned readings. Additionally, one-page response papers to the reading will be assigned weekly throughout the quarter. There will be one midterm project, for which students will be asked to present and write a five to seven paper about a related topic of their choosing, and a final project analyzing equal protection arguments in pop culture with an in-class presentation. Students who miss more than two days of class may not receive credit for the course.