McClure (1 credit)
Materials Fee: $3.00
Prerequisites: admission to Fairhaven College. Required of all Fairhaven College students in their 1st quarter of college enrollment
Empowerment for a Transformative Education
Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. Most of you haven't experienced an educational system quite like Fairhaven. We get to show you the ropes. Fairhaven's Advising Coordinator and a cadre of savvy, energetic peer mentors aim to help you experience that vision and show you the ropes. We'll be a big group, by Fairhaven class standards, with all 90 of you new students who begin Fairhaven’s program this Fall. Our class activities will include a college orientation retreat, small group workshops, introductions to Fairhaven resources and people, community-based activities and individual advising. We will de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; Independent Study, Interdisciplinary Concentration, Narrative Evaluations...) 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. We hope the learning outcomes from FAIR 101a would include understanding resources, degree pathways, requirements and pedagogy that are the mission and practice at Fairhaven College of Interdisciplinary Studies.
Tag (5 credits)
Materials Fee: $15.11
Prerequisites: Admission to Fairhaven College. Required of all Fairhaven College students in their 1st quarter of college
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 puts 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: INTIMATE NATURE: THE BOND BETWEEN WOMEN AND ANIMALS by Hogan, Metzger, and Peterson, eds., NEVER CRY WOLF by Mowat, and FALCON by Macdonald
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.
Burnett/Herring (5 credits)
Materials Fee: $15.11
Prerequisites: Admission to Fairhaven College. Required of all Fairhaven College students in their 1st quarter of college
“We can see our present danger, and we can also see our future potential: a stable human population of some 7-9 billion, living cleanly and well on a healthy biosphere, sharing the earth with the rest of the creatures who rely on it. This is not just a dream but a responsibility, a project. And things we can do now to start on this project are all around us, waiting to be taken up and lived.” --Kim Stanley Robinson
In this section of 201a we will examine and acknowledge the serious issues facing our planet—resource depletion, species extinction, ocean acidification, deforestation, global deprivation, and, overall, the specter of climate change—discuss the interrelated web of causes, and assess the prospects for the future. Our emphasis will be on solutions, from personal actions to national and global policy. “Is Sustainability Still Possible?” asks our primary text, and as the above quotation indicates, the answer is a cautious “yes.” Our situation is serious, but neither complacency—“Science will find a technological solution”—nor despair—“we’re doomed”—will help. Critical and reflective inquiry, coupled with committed, informed action, however, will.
Our focus will be on energy—its sources, its uses, and its future—since energy is at the core of many of the issues we face. We’ll examine our energy use, survey major energy sources up to the Industrial Revolution, investigate the growth of fossil fuels, and discuss the biological origins of coal, oil, and natural gas. We’ll study evidence concerning climate change in geologic times, track global warming over the last one hundred years, and project the effects of increased burning of fossil fuels. We’ll talk about new developments in fossil fuel extraction, including shale gas and tar sands, and ponder their implications in the debate over America’s energy future.
Then, for much of the quarter, we will explore solutions, and track a wide range of paths toward sustainability. We’ll discuss the science, politics, geographical variables, and economics of a range of alternative, relatively sustainable sources of energy, including wind, solar, hydro, wave, tide, geothermal and nuclear energy. These technologies are viable and available now: How quickly and completely we adopt them depends on economics, education, culture, and political will. We will look at sustainable initiatives at the local level, and visit innovators right here in Whatcom County. And we will study energy policy at the state and federal level, including legislation that can accelerate the changes necessary to assure a just and sustainable future for us all.
Texts: Eric Assadourian, ed, “State of the World 2013: Is Sustainability Still Possible?” and Guy Dauncey, “The Climate Challenge: 101 Solutions”
Cornish (5 credits)
Materials Fee: $14.30
The Arabic poet Siraj-al-Warak wrote,"The turtle dove that with her complaints keeps me from sleep, has a breast that burns like mine, alive with fire." What is this heightened state of awareness that keeps the poet awake? Garcia-Lorca spoke of "deep song" and "duende," which "is not in the throat… [but] climbs up inside you, from the soles of the feet." The dancer Martha Graham might have described such burning as a vitality, a life force, an energy, a quickening, that is translated through you into action, and because there is only one of you in all time, this expression is unique. What meaning might "expression" have for us as a process? a product? Music, Art, Literature, Theater, Dance–these and more are considered the "expressive arts." Which among them might excite a quickening within you? How will you translate that urge into action? Siraj-al-Warak saw the fire in his breast burn in that of the turtle dove as well; is it possible that studying the expressive arts might help us make an imaginative leap into the world of the other? We will consider these and other questions as we explore the many shapes–and elusive meanings– of human expression.
Texts: to be announced
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 and submission of individual assignments and group projects, as well as thoughtful, active participation in class discussion. 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.
O'Murchu (5 credits)
Prerequisite: admission to Fairhaven college; required of all new students in the first or second quarter of enrollment at Fairhaven
Materials Fee: $14.32
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 Susan Moller Okin, JUSTICE, GENDER, AND THE FAMILY; and selected pieces by Malcolm X, Booker T. Washington, Elizabeth Cady Stanton, Thomas Hobbes, John Rawls, Amartya Sen, Erik Wright, Jeffrey Lustig, Gayle Rubin, Eve Kosofsky Sedgwick, 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, a reading portfolio and engaging with the courses theoretical perspectives and questions of social justice.
Estrada (5 credits)
Prerequisite: admission to Fairhaven college; required of all new students in the first or second quarter of enrollment at Fairhaven
Materials Fee: $14.32
This section will explore the process of social identity formation in the United States through the lens of modern social theory. The goal of the class is to explore multiple perspectives on the formation of the state, individual rights within society, equality as well as the roles and responsibilities of individuals within their respective communities. The focus of the class will concern itself with the roots and application of Western ideals of freedom and equity that arguably form the basis for the United States’ liberal democracy. The seminar will outline the origins of the enlightenment and the basis for “natural” rights and freedoms in conjunction with the derived roles of society and government. We will then examine how the universalist ideals of the liberal enlightenment have implicitly or explicitly excluded those without property, people of color and women. We will also define what the “social compact” has meant in different periods of American history, and the relationship of various groups to this compact. Can liberal democracy really provide equal citizenship for workers, women and people of color? How have the movements of socialism, reconstruction, decolonization, ethnic identity and feminism tried to reformulate and transform the social order?
Texts: SELECTED READINGS on John Locke and Adam Smith; C.Lemert, 4th ed., SOCIAL THEORY:THE MULTICULTURAL &CLASSIC READINGS (Jackson, TN: Perseus Books, 2010); R. D’Angelo & H. Douglas, 8th ed., TAKING SIDES: CLASHING VIEWS ON CONTROVERSIAL ISSUES IN RACE & ETHNICITY (NY: Mc Graw Hill, 2009); M.J. Sandel, JUSTICE: WHAT’S THE RIGHT THING TO DO (NY: Farrar, Strauss, Giroux, 2009); Recommended Reading: Zinn, H. PEOPLE’S HISTORY OF THE UNITED STATES: 1492-PRESENT, (NY: Harper Collins, 2003)
Credit/Evaluation: Credit will be granted for regular attendance, evidence of preparation, satisfactory completion of 2-3 written perspective papers in addition to a group term project and class group presentation. Criteria for evaluation include informed and active engagement in class discussions; informative, relevant group presentation and a term project paper that illustrates a sound grasp of social theory and critical paradigms.
Schwandt (5 credits)
Materials Fee: $16.43
Exploring Malthus’ premise through a lens two centuries later, students in this course will learn the primary factors influencing population growth: births, deaths and migration, and apply this knowledge to understand global population dynamics. Topics will include the demographic transition, the youth demographic gift, population aging, rapid urbanization and the effect of HIV/AIDS on population growth. Links between population, health, and the environment will be emphasized throughout the course, such as the effect of rapid population growth, especially urbanization, on environmental degradation, as well as the effects of environmental degradation on human survival.
Text: Laurie Mazur, A Pivotal Moment: Population, Justice and the Environmental Challenge (Washington DC: Island Press, 2010)
Credit/Evaluation: Students will be evaluated on their preparation for, via reading reflections, and participation in course discussions as well as one culminating individual research presentation and final paper (8-10 pages) on the past, current and projected population dynamics in one selected country.
Osterhaus (4 credits)
Materials Fee: $18.00
We are citizens of the world! As global citizens, what do we know and understand about world issues and ourselves in a world faced with complex issues, such as, growing economic disparities, fragile democracies, environmental degradation, wars and militarism, civil liberties, racial profiling, globalization? How do we become intelligently informed? What is our awareness of and participation in local and global efforts for positive social change? In addition to the weekly forums of outstanding guest speakers, open to the campus and Bellingham community, registered students in the class will participate in weekly research from independent media sources, discussion of the issues, reflection papers and actively engage in positive social change. The World Issues Forum speakers for Winter quarter will address global issues related to Fairhaven College’s special quarter on Environmental Justice and Climate Change.
Course Requirements: Consistent and engaged attendance. Students will explore and research independent media sources and write abstracts, a critique and questions on their research to be shared in class discussions. Following each forum presentation, students will turn in a 250 word typed reflection. Students are expected to read a book on a global issue and do a written and oral report to the class. In groups, students will engage in a 4 hour social justice lab by participating with a local community organization working for positive change. A final integration paper is expected the final week of class.
7. Develop a deeper awareness of world issues through guest speakers, independent media research, discussions and reflection papers
8. Explore varied independent media sources
9. Develop media literacy skills and earn to digest and question what you read, hear and see
10. Examine the interconnections of forum global themes (issue to issue, global to local, global to personal)
11. Contribute to the community of learners through listening and voicing ideas and research
12. Engage individually and communally in positive social change
1. To have the ability to find more credible and accurate information on global issues
2. To be able to intelligently and respectfully engage in discussions on global issues and understand the interconnection of issues
4. To be mindful of one’s actions creating positive change
O'Murchu (5 credits)
What is political economy? How is it different from economics, politics, and sociology? How can we use political economy to understand and address local and global crises, including the global economic downturn and the economics of the environment? In the first part of this course we will alternate between exploring the intellectual history of political economy and acquiring basic literacy in economics. Together we will examine Adam Smith's praise of free markets, Karl Marx's critiques of capitalism, Thorsten Veblen on wealth, John Maynard Keynes' ideas for reconstructing the global economy after war and depression, and the legacies of Galbraith's ideas about the affluent society. This historical and intellectual exploration of political economy will be complemented by a critical exploration of conventional macroeconomics, microeconomics and international trade.*
For the last part of the class, as part of Fairhaven’s special quarter on Environmental Justice and Climate Change, we will examine the economics of the environment and climate change. Student groups will lead class on one day each when we explore the environmental economics of: growth; cost-benefit analysis; government policies; natural resources; global challenges; and alternatives. This course is designed to help Fairhaven students explore the very real connections between economics and politics.
Texts: INTRODUCTION TO POLITICAL ECONOMY by Sachrey, Schneider, and Knoedler; ECONOMIC LITERACY: BASIC ECONOMICS WITH AN ATTIDUDE by Weaver; and THE ECONOMICS OF CLIMATE CHANGE by Stern Review Committee.
Credit/Evaluation: will be based on attendance, preparation, participation, regular homework assignments on basic economic theory, two short analytical papers, and a teaching presentation.
*If you need a thorough grounding in microeconomics for further classes, I recommend ECON 206 Introduction to Microeconomics.
Takagi (3 credits)
Materials Fee: $13.23
This is an introduction to the history and experience of Asians in America. This class will explore the factors for immigration, working and living conditions of Asian laborers in this country, and the social relations between the minority and majority, as well as those between the various Asian ethnic groups.
Ronald Takaki, Strangers from a Different Shore (on sale at University bookstore)
Yen Le Espiritu, Asian American Women
and Men Articles on Reserve at Wilson Library
10 online quizzes OR submit 2 page written analyses of the readings.
1 paper (10 pages) This is a joint project.
Take home exam.
Takagi (3 credit)
Materials Fee: $3.00
This course examines and explores the social, political, and cultural history of African Americans from the development of slavery to the late 1980s. Though ten weeks is absurdly too short a time to thoroughly understand the African American experience, this class will help create a learning environment that encourages appreciation of the history and culture of African Americans; teach the economic, psychological, and social situation of Blacks past and present; and explore the diversity and range of thought in the African Diaspora.
Texts: Nell Irvin Painter CREATING BLACK AMERICANS and Manning Marable, LET NOBODY TURN US AROUND. Also additional reading on Blackboard.
Credit/Evaluation: (Since we meet only once a week, which is equivalent to two classes, you cannot miss more than 1 time without penalties.)
(1) There are weekly quizzes. (2) There will be one creative project with a short paper (5 pages + bibliography of sources). (3) There will be one take-home exam.
Larner (4 credits)
Materials Fee: $14.99
This is a course for any student who wants to improve writing skills.
--Are you in need of real help, struggling with the language, or have bad experiences with writing in the past?
--Are you already competent but want to become fluid and stylish?
--Are you off the ground with writing, but dread the chore, and want to develop enough facility so it comes easier to you and is more enjoyable?
--Are you ok with some kinds of writing but dislike others, and want more flexibility and capability to do different kinds of writing?
--Do you want to feel good about expressing your thoughts in writing, or find your creativity in writing?
All of these and more are welcome in the College Writing workshop. Our focus will be on learning to use your own voice to write with vigor and clarity, whether in creative, persuasive, or critical styles of writing. There will be an opportunity to learn the conventions and expectations of academic writing at the college level, on reading and writing critically, and on using sources appropriately and with facility.
You will have opportunities (1) to write frequently in and out of class; (2) to infuse your writing with the distinct tone of your own voice and the excitement of your own learning: (3) to practice strategies for close reading; (4) to work with others, learning techniques for both giving and receiving insightful and constructive feedback..
There will be room for work in journalistic, documentary, or creative modes. The class may choose to publish some of its work to the larger community at the conclusion of the course.
Texts: A COMMUNITY OF WRITERS, by Peter Elbow and Pat Belanoff; One book TBA.
Credit/Evaluation: Dependable attendance, dedication to the community of the workshop, and the ability to take risks and get work out, on time, in order to examine and improve it. Students will be expected to write and rewrite, to talk and write about what they are learning and what they need to learn, to read critically both outside works and the work of fellow students, and work on giving useful constructive feedback. There will be an individually negotiated final project consisting of a completed and revised piece of written work of a kind that meets a learning need or requirement for you. A portfolio of writings will be required.
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 and 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 participles, 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.
Credit / Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing exercises. Presentation of a special project.
Bornzin (3 credits)
Materials Fee: $15.75
Note: This class will be coordinated by Fairhaven College Seniors Jamie Weaver and Luke Richman Zonka 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.
The specific topics addressed in this course are shaped by the interests of the students and instructors. This quarter’s instructors bring strong backgrounds and experience in primitive skills, Permaculture, biodynamics, food forests, natural building, wild harvesting, plant identification, mushroom cultivation, beekeeping, body movement, and somatics. Student participants are expected to bring and share their own passions, interests, experience, and curiosity.
Experiential engagement and play will be emphasized. The class will include lots of movement, discussion, and group activities, both indoors and out, intended to further students' awareness of their own ecological relationships, and to assist in the development of new skills for living more simply and sustainably, in collaboration with others, and in greater harmony with the environment. Academic studies, including models of sustainable development and appropriate technology, complement the learning and practice of practical skills such as food growing 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.
S'eiltin (4 credit)
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 ones 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: no text required
Credit/Evaluation: 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.
Bower/Eaton (2 credits)
Materials Fee: $8.18
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 the culture and music surrounding the 1969 Woodstock Music and Art Fair. We will read the story of Woodstock and make connections between Woodstock and the political and musical happenings of the 1960’s, including the Vietnam War, the 1960’s folk music revival and the maturing of the baby boomer generation and rock and roll music. 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 the introduction of songs that come from music related to the musicians who played at Woodstock and their contemporaries. 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: Texts will change from quarter to quarter. For this quarter we will read Joel Makower: WOODSTOCK: THE ORAL HISTORY.
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
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 X. 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, FINAL CUT PRO by Brennies.
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), patch bays, 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 and the Fairhaven Recording Studio Lab Manual. This text will be provided by the instructor and paid for with lab fees.
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. Additionally students will be required to complete a creative project with the instructor in the studio as a final project.
Takagi/Neel (4 credits)
This is a student-led class by Senior Bronte Neel supervised by Dr. Midori Takagi.
Women in television have been represented as daughters, mothers, wives, divorcées, professional women, heroines, talk show hosts, comediennes, sex symbols, and much more. What are the origins and implications of these character types, what part has TV played in the construction of gender roles and the shaping of feminism, and how have women contributed to the development of American TV? We will consider these questions by looking at women’s roles on screen and behind the scenes, from the 1950s to the present.
Approach will be text and video based with focus given to placing what we read and watch into historical context, as well as understanding real-life repercussions of the representations of the fictional women we explore. Each class meeting is thematically arranged according to a trope of female characters in television and will be predominantly discussion of assigned readings and viewings of television shows. Students will also be watching television episodes outside of class.
Texts: All texts will be electronic readings, found through JSTOR or online.
Credit/Evaluation: Regular attendance and informed participation in daily discussions, short weekly responses via CANVAS, two essays on a subject we explore in class, a final presentation on modern TV show representation, and a self-evaluation at the end of the quarter.
Tuxill/Spayd (4 credits)
This is a student-led class by Senior Ariel Spayd supervised by Dr. John Tuxill.
The practice of using plants as medicine is as ancient as humanity; plants have always provided people with their generous protection and healing potential. This course will explore different systems of healing based on plants, including how to prepare and utilize a basic apothecary of herbal medicines from Northwest plants. We will work to expand our knowledge of materia medica and botany, learning what parts of plants to use and what season to gather them in. Our focus will be on understanding the active constituents of plants and their actions upon the human body. Examination of related topics including aromatherapy, flower essences and homeopathy will expand our understanding of healing approaches that aid the mind and spirit. This class also will bring a strong focus to hands-on learning as we explore how to sustainably wild-craft medicinal plants which grow locally. We will practice processing the plants we gather and purchase with weekly medicine-making labs. Students will complete this class with the empowered knowledge to utilize many wild medicinal and food plants that grow in the Pacific Northwest as well as others from a variety of healing traditions worldwide. By the end of the quarter, students should have crafted a small apothecary or collection to utilize in their daily lives and have gained the skills to continue to expand upon their collection.
Credit/Evaluation: Students will be evaluated on their class participation, involvement in class discussions and attendance. Students will be required to present an in depth plant monograph to the class as well as a tea presentation. Each student will conduct and prepare a case study to be turned in. Students will continue to develop their apothecary throughout the quarter for assessment at the end. Final projects will consist of a research paper on the topic of choice.
Schwandt/Stewart (4 credits)
This is a student-led class by Senior Julie Stewart supervised by Dr. Hilary Schwandt.
“The human animal is adapted to, and apparently can thrive on, an extraordinary range of different diets, but the Western diet, however you define it, does not seem to be one of them.”- Michael Pollan, In Defense of Food: An Eater's Manifesto
In this course we will examine the differences between ancient and modern diets motivated by the work of Weston Price. Weston Price, a dentist and researcher interested in studying how diet affects health, traveled the world in the 1930s, and documented the health and traditional diets of isolated cultures. What did Price find in these cultures that was so different from the modern postindustrial diet?
In this course we will study the work of the current Weston Price Foundation, the growing modern food movement inspired by his work, and a cookbook based on his principles. We will critique and compare modern and traditional diets. We will explore the importance of nutrient dense foods and the health, as well as possible societal, consequences of diets lacking in nutrient dense foods. Through this study, students will gain an understanding of what people ate prior to and after the industrial revolution and the connection between our modern food system and the rise of chronic diseases today. Together we will explore the obesity epidemic, genetically modified foods, paleo diets, and more. We will also learn about the connections between nutrient dense food, and mental and social health. We will also explore the new field of epigenetics and examine how what we eat affects our DNA, as well as the DNA of future generations. A previous college course in nutrition (or other food related course) is recommended, but not required.
Required Texts: Nutrition and Physical Degeneration by Weston A. Price, and Nourishing Traditions by Sally Fallon. Additional articles will also be available on canvas.
Credit/Evaluation: Regular attendance and participation are required. Students will also write 3 short essays, research and present on one of the cultures we are studying, complete two small food projects, and present a final project the last week of class.
Akinrinade/Stickney (4 credits)
This is a student-led class by Senior Patrick Stickney supervised by Dr. Babafemi Akinrinade.
This course examines the nature, history, obligations, and enforcement of economic, social, and cultural rights, studying a category of rights which are often ignored in the United States when discussing rights. This class aims to develop a stronger understanding of concepts such as the right to education, the (real) right to work, the right to an adequate standard of living, and other rights which seek to provide a level of basic human dignity for peoples around the world. It also seeks to show how these rights can be attained and enforced, whether internationally or in regional or domestic contexts. Ultimately, this class will show how a large swath of these rights have struggled to be placed with equal importance of protection and recognition, in large part due to the United States’ policy of opposition to international human rights standards.