This mock transcript is for workshop use. The sample academic pathway is derived from examples of actual students, but it is not the pathway of an actual student.
Record of Academic Achievement
The Evergreen State College – Olympia, Washington 98505
Owens
Darren
E.
A87654321
Last
First
MI
Student ID
DEGREES CONFERRED:
Bachelor of Arts
Awarded 13 Jun 2008
TRANSFER CREDIT:
Start
6/2004
6/2004
6/2004
9/2004
End
6/2004
6/2004
6/2004
6/2005
Credits
5
5
5
30
Title
AP: English Comp.
AP: Calculus
AP: US History
Oberlin College
Credits
16
Title
Res Publica
4 – Community Service: Elementary Education
4 – Ancient Greek Literature
4 – Greek and Roman Moral Philosophy
4 – Political Philosophy - Early Modern
Borders of Identity: Forging a Critical Practice of
Solidarity
2 – Expository Writing
2 – Cultural Studies: Media and Cultural Theory
2 – Middle East Studies
2 – African American Studies
4 – Social Movements: Labor, Civil Rights and
Immigration
4 – Community Project: Creating Independent Media
and Media Production
Re-enacting Conflict: Artists at Work
4 – History
4 – Literature
4 – Performance Studies
4 – Post-Colonial Theory
Ireland
8 – Irish Culture
8 – Irish Language
4 – Irish and English History
4 – Irish-American History
4 – Contemporary Ireland and the European Union
4 – Irish Literature
4 – Irish Expressive Arts
4 – Integrative Writing
4 – Collaborative Production and Performance
2 – Fieldwork Methodology
2 – Oral and Performance Traditions
EVERGREEN CREDIT:
Start
9/2005
End
12/2005
1/2006
3/2006
16
4/2006
6/2006
16
9/2006
6/2007
48
INFORMATION FROM THIS RECORD MAY NOT BE RELEASED TO ANY OTHER PARTY WITHOUT OBTAINING CONSENT OF STUDENT Page 1
Record of Academic Achievement
The Evergreen State College – Olympia, Washington 98505
Owens
Darren
E.
A87654321
Last
First
MI
Student ID
6/2007
9/2007
4
9/2007
12/2007
4
9/2007
12/2007
4
1/2008
3/2008
16
3/2008
6/2008
16
Illustrative Narrative
4 – Expressive Arts
Private Troubles, Public Issues
4 – Sociology: Social Theory
Critical Reasoning
4 – Philosophy: Critical Reasoning
Human Rights, Literature and Theory
4 – Literature
4 – Literary Theory
4 – Human Rights Theory
4 – Human Rights Research
Individual Learning Contract
4 – Philosophy: Early Medieval Philosophy
3 – History: Late Roman and Early Byzantine Empire
3 – History: Early Middle Ages in Western Europe
4 – History: Byzantine Empire and the Crusades
2 – History of Religion: Islam and Christianity 325-900
Cumulative
185 Total Credits Earned
INFORMATION FROM THIS RECORD MAY NOT BE RELEASED TO ANY OTHER PARTY WITHOUT OBTAINING CONSENT OF STUDENT Page 2
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Individual Learning Contract
Program or Contract No.
Title
31-MAR-2008
13-JUN-2008
Date Began
Date Ended
16
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Stephen L. Beck, Ph.D.
Darren Owens undertook this Individual Learning Contract titled Medieval Europe and the
Byzantine Empire in order to understand the cultural, philosophical, religious and economic
trends that underlay historical events in the Mediterranean from the fall of the Western Roman
Empire through the Crusades. Mr. Owens read Davis’ Europe: A History, Hussey’s The Orthodox
Church in the Byzantine Empire, Grant’s Augustus to Constantine, Harris’ Byzantium and the
Crusades, Grygiel’s Great Powers and Geopolitical Change, Runciman’s Byzantine Civilization,
and Pirenne’s Medieval Cities and Mohammed and Charlemagne. For the component on
philosophy and religion, he read selections from Plotinus, Boethius, Augustine, Pseudo-Dionysus
and Scotus Eriugina. Mr. Owens met regularly with the faculty as well as with Thomas Rainey
(Ph.D., History), both of whom read and responded to his essays. He kept a weekly journal, and
wrote three substantial analytical essays.
EVALUATION:
Written by: Stephen L. Beck
Darren Owens successfully completed the terms of the contract and is awarded full credit. His
work in history and philosophy is at the upper-division level.
Mr. Owens’ project work this quarter was of high quality. His weekly journal entries were in fact
substantive papers in their own right. While not designed to advance theses, they nevertheless
reported on Mr. Owens’ historical readings in significant detail.
His three essays grew from one to the next in the scope of their theses; over the course of the
quarter, Mr. Owens became more confident in presenting historical arguments. His first essay
presented a well-supported yet limited thesis regarding the connections between neo-Platonism
and early Christianity. His second essay discussed the development of the schism between
Eastern and Western Christianity and demonstrated an understanding of what kind of argument is
appropriate for historical explanation.
His final essay was an extensive 15-page investigation into the contact between western
Christianity and the Byzantine Empire during the Crusades. This essay effectively explained and
contrasted the two worldviews; the next step would be to put this contrast to work in explaining
the conflicts between them during the Crusades, particularly the fourth Crusade. Nevertheless, it
demonstrated a sure grasp on the historical period as well as on the theory itself. This
understanding was further demonstrated by several maps that he produced to illustrate the theory
in relation to the Byzantine Empire.
July 7, 2008
Date
Page 1 of 2
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Individual Learning Contract
Program or Contract No.
Title
31-MAR-2008
13-JUN-2008
Date Began
Date Ended
16
Qtr. Credit Hrs.
As part of his project work, Mr. Owens regularly met with Thomas Rainey (Ph.D., History) who
read and responded to his essays. Dr. Rainey wrote the following about Mr. Owens’ work:
Darren has mastered the basic chronology and events of the early medieval period in
Western Europe and of the early Byzantine Empire. He has also developed a very sound
understanding of the reason for the decline of the Western Roman Empire and for the
survival of the Eastern, or Byzantine Empire. Also now much more familiar to him are the
differences between Western and Eastern Christianity, after the Council of Nicaea in A.
D. 325, and of the policy of the emperors after Constantine in using Christianity to assure
the loyalty of their subjects. Critical reading of books such as Stephen Runciman’s
Byzantine Society gave him a very firm foundation in the social and economic aspects of
the Eastern Roman Empire. Mr. Owens has demonstrated a strong understanding of the history of the early Western Europe
and the Byzantine Empire as well as of early medieval philosophy. He has the writing and critical
reasoning skills of a liberally educated person. He is prepared for graduate level work in history.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 16
4 – Philosophy: Early Medieval Philosophy
3 – History: Late Roman and Early Byzantine Empire
3 – History: Early Middle Ages in Western Europe
4 – History: Byzantine Empire and the Crusades
2 – History of Religion: Islam and Christianity 325-900
July 7, 2008
Date
Page 2 of 2
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Human Rights, Literature and Theory
Program or Contract No.
Title
07-JAN-2008
21-MAR-2008
Date Began
Date Ended
16
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Greg Mullins, Ph.D.
This program provided structured inquiry regarding how the theory and practice of human rights
can enrich our understanding of literature, and how literary studies can broaden our
understanding of human rights. Three clusters of concern organized the work: memory, emotions,
and "cultures of rights." Regarding memory, we explored the capacity of literature, film, and other
arts to create and sustain public memory about both human rights violations (such as genocide)
and human rights triumphs (such as the end of segregation in the United States). We questioned
whether fiction can tell truths about human suffering that are more or less credible, and more or
less effective, than non-fictional accounts (for example, in law or history). Our study of emotions
focused on compassion and empathy, and we inquired how literature may or may not encourage
human rights work by expanding the capacity of readers to sympathize with people who are
different from them. Our study of culture considered the extent to which cultural production
(novels, films) can influence normative cultural practices (in this case, respect for human rights);
we further explored the conflict produced when competing claims are made on public security and
human rights.
Investigation of these questions was conducted primarily through analyzing key literary texts,
films, and works of literary and political theory. Supporting activities included lectures, student
research and presentation, seminar discussion, on-line "webinar" discussion, and written
assignments. In addition to developing their analytical reading, critical thinking and expository
writing skills; students gained a solid foundation in definitions and key concepts of international
human rights as negotiated through the United Nations, and a solid foundation in methods of
literary theoretical analysis.
Assignments:
Students wrote a statement of learning goals, an essay based on fieldwork observations of the
Dr. Martin Luther King, Jr. Holiday, a literary critical essay that used a work of theory to analyze a
novel, a quarter-long research assignment, and a summative essay. Other assignments included
posting discussion questions in advance of webinar discussions and a presentation to the
seminar on an essay of literary theory.
Readings:
Assigned books included: Lynn Hunt, Inventing Human Rights; Beverly Daniel Tatum, Can We
Talk About Race?; Toni Morrison, Paradise; Michael Ondaatje, Anil's Ghost; Ivan Angelo, The
Celebration; Alicia Partnoy, The Little School; Joseph Slaughter, Human Rights, Inc.; and Kenji
Yoshino, Covering.
May 14, 2008
Date
Page 1 of 3
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Human Rights, Literature and Theory
Program or Contract No.
Title
07-JAN-2008
21-MAR-2008
Date Began
Date Ended
16
Qtr. Credit Hrs.
Treaties, essays and book chapters included: The Universal Declaration of Human Rights; The
International Covenant on Civil and Political Rights; The International Covenant on Economic,
Social, and Cultural Rights; Patricia Williams, "The Pain of Word Bondage"; Richard L. Schur,
"Locating Paradise in the Post-Civil Rights Era: Toni Morrison and Critical Race Theory"; Valerie
Smith, "Meditation on Memory: Clark Johnson's Boycott"; Dr. Martin Luther King, Jr., "Where Do
We Go From Here?" Richard Rorty, "Human Rights, Rationality and Sentimentality"; Martha
Nussbaum, "Rational Emotions" from Poetic Justice; Thomas Keenan, "Mobilizing Shame";
Susan Sontag, "War and Photography"; Elizabeth Goldberg, "Genocide: Witness"; Michel
Foucault, "The Body of the Condemned" and "Panopticism" from Discipline and Punish; Elaine
Scarry, "The Structure of Torture"; Alan Dershowitz, "Tortured Reasoning"; David Luban,
"Liberalism, Torture, and the Ticking Time Bomb."
Films included: Boycott, dir. Clark Johnson; War Photographer, dir. Christian Frei; Ararat, dir.
Atom Egoyan; Favela Rising, dir. Jeff Zimbalist and Matt Machary; City of God, dir. Fernando
Meirelles.
EVALUATION:
Written by: Greg Mullins, Ph.D.
Darren Owens successfully completed all requirements for this upper-division program. Darren
regularly attended class meetings; his work was diligent.
Darren participated in field work on the Dr. Martin Luther King, Jr. holiday and wrote an essay in
which he presented the work of Dr. King in the context of the emergence of the civil rights
movement. The essay was grounded on solid library research and moved some distance towards
its goal. Further analytical work would have cemented Darren’s argument.
In response to the assignment to write a critical essay about a novel, Darren wrote on Paradise.
The essay summarized key themes in the novel and deployed several textual examples in
support of his position. His argument was strongly suggestive if not fully compelling.
Darren was a fairly active participant in seminar. Both in class and in the “webinar” he made good
efforts to explore the implications of the texts.
Darren pursued a research project in which he investigated civil rights violations against returning
African American servicemen following World War II. He found several good books and did a
good deal of research into newspaper archives. The result was a well structured argumentative
essay that lent plausibility to his general conclusion.
May 14, 2008
Date
Page 2 of 3
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Human Rights, Literature and Theory
Program or Contract No.
Title
07-JAN-2008
21-MAR-2008
Date Began
Date Ended
16
Qtr. Credit Hrs.
Overall, Darren demonstrated a good knowledge of key human rights topics, and a good capacity
to approach those topics through analysis of literature, film, and culture. In addition, his writing
and research skills were fully equal to the demands of investigating ethically and politically
complex questions of human rights with sophisticated analysis and argument. For more detail,
see the attached student self-evaluation.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 16
4 – Literature
4 – Literary Theory
4 – Human Rights Theory
4 – Human Rights Research
May 14, 2008
Date
Page 3 of 3
The Evergreen State College – Olympia, Washington 98505
THE STUDENT’S OWN EVALUATION OF PERSONAL ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
Human Rights, Literature and Theory
07-JAN-2008
21-MAR-2008
Title
Date began
Date ended
When I entered Human Rights, Literature and Theory I wanted to learn more about human rights,
where they come from and how they can be protected. Over the quarter I feel I accomplished
what I wanted to. I learned more about how people struggle and win human rights, and I also
became aware of how literature can represent those struggles.
Two things stand out for me as really valuable this quarter. First was reading Anil's Ghost. By
reading about the main character's immediate demand for justice in response to the government
"disappearing" individuals, I saw a level of complexity to political action that I did not expect. I am
still wondering about that book.
The second thing was my research project on returning African American GI's form World War II.
I was able to find a couple of really good books, but what made the research so satisfying was
coming across some news articles about some of their experiences. This really made the Civil
Rights era come alive for me – I can't believe that men who served their country could be treated
that way.
Next quarter I hope to continue my study of history on an individual contract.
Student’s Signature
Faculty Signature
Date
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Critical Reasoning
Program or Contract No.
Title
24-SEP-2007
14-DEC-2007
Date Began
Date Ended
4
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Stephen L. Beck, Ph.D.
The goal of this course was to develop students’ critical reasoning skills. Students studied
methods of recognizing and formally reconstructing arguments; evaluating deductive arguments
for validity and soundness; recognizing common logical fallacies; recognizing, defining and
evaluating the use of crucial terms; identifying inductive arguments and evaluating them for
strength; and recognizing and evaluating theories. Students wrote regular brief response papers,
did weekly problem sets both in class and as homework, and wrote and revised an argumentative
essay. Award of credit and evaluation is based on review of all of this work.
EVALUATION:
Written by: Stephen L. Beck
Darren Owens completed all course work and is awarded full credit. Please see his selfevaluation for his account of his achievements. His work on the problem sets was consistently
correct, and overall he demonstrated a strong grasp of the methods and concepts of critical
reasoning studied. His final paper gives a clear and accurate reconstruction of an argument and
critiques it perceptively. Mr. Owens has developed his critical reasoning skills well, and he can
profitably improve them more advanced study that involves textual interpretation and evaluation.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 4
4 – Philosophy: Critical Reasoning
January 1, 2008
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
THE STUDENT’S OWN EVALUATION OF PERSONAL ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
Critical Reasoning
24-SEP-2007
14-DEC-2007
Title
Date began
Date ended
Before Critical Reasoning, I had previous experience analyzing arguments in Res Publica. This
course focused my attention even more on the form and construction of arguments so I was able
to formalize an author's argument and thus reveal flaws in reasoning. This will help me in my
own writing, so that I can avoid making those mistakes in reasoning myself. I am sure I will apply
these skills in my future studies.
Student’s Signature
Faculty Signature
Date
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Private Troubles, Public Issues
Program or Contract No.
Title
24-SEP-2007
14-DEC-2007
Date Began
Date Ended
4
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Gillies Malnarich
Private Troubles, Public Issues introduces students to the practice of theorizing – how to use their
own experience as a site of inquiry, informed by key ideas in sociology – to understand how
systems of privilege and oppression work. A detailed study of Alan Johnson’s Privilege, Power
and Difference, through the practices of close reading, summary notes, and guided group work,
laid the foundation for an in-depth case study on race. Angela Davis’ Are Prisons Obsolete? and
Ali Rattansi’s Racism: A Very Short Introduction provided national and international lenses for
examining historical and contemporary constructions. Paul Hawken’s Blessed Unrest: How the
Largest Movement in the World and Why No One Saw It Coming illustrated Johnson’s idea of
“small, doable acts” as a means for social change. Each week students prepared extensive
summary notes, wrote reader response papers for seminars, and completed an essay on a
“doable act.” Class work also included self-reflective writing on documenting changes in thinking
EVALUATION:
Written by: Gillies Malnarich
Darren’s efforts to critically engage the class readings and develop his understanding of their
essential ideas paid off for him this quarter. His portfolio records several stages of his progress
through the course. His summary notes and response papers in relation to Johnson’s book are a
foundation for his work with Davis. His doable act paper, concerning two conversations with a
former classmate – one before, and one after reading Privilege, Power, and Difference – includes
some honest reflection and self-criticism; his second conversation took a very different course as
a result of that self-criticism. Darren took to heart Johnson’s ideas in his very thoughtful and
probing paper. He succeeded in this course in large part because, although he entered the
course with an already well-developed awareness of divergent viewpoints, he was willing to
continue to interrogate his own thinking. I encourage Darren to build on what he has learned this
quarter by deepening his studies of difference and privilege.
Darren has completed all course requirements for Private Troubles, Public Issues and has earned
full credit. SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 4
4 – Sociology: Social Theory
January 3, 2008
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Illustrative Narrative
Program or Contract No.
Title
25-JUN-2007
01-SEP-2007
Date Began
Date Ended
4
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: James Blevins
This class was a beginning graphics workshop that examined the simple act of storytelling
through sequential image and text. The only prerequisite was a desire to tell stories with pictures
and words. We also looked at the history of comics, self-published small magazines,
contemporary graphic novels and animation. The goal after five weeks of class was for the
students to develop a basic understanding of visual story structure, play and character
development enough to be able to make their own illustrated narrative that focused on personal
experience, vision and style using traditional and non-traditional methods.
EVALUATION:
Written by: James Blevins
Darren knows how to tell a story and I enjoyed his participation in the class. I saw him grow in his
understanding of how to organize a visual narrative.
The piece he worked on was about an experience he had last quarter in Ireland. He told a story
about an encounter he had with some local residents at an Irish pub. He was trying to speak Irish
with several patrons. Some people laughed, some people were puzzled, and one fellow took what
Darren was saying wrong, with comical results.
Darren was a beginner at drawing comics but he threw himself into the work of illustration
wholeheartedly. His narrative voice was a definite strength. I would like to see him, if he is
interested in continuing this work, to let the drawings do some more of the work of telling the
story. He showed some growth in this area and could continue to develop it.
He earns full credit.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 4
4 – Expressive Arts
October 9, 2007
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Sean Williams, Thomas B. Rainey, and Dunstan Skinner
This program was developed as advanced work with a balance of intensive, comprehensive
reading with knowing works for performance by heart. The program included selected Irish works
of non-fiction, poetry, film, literature, music, and an introduction to the Gaelic language. The fall
term was structured as follows: at the beginning of the program the students received a basic
introduction to Ireland and to issues of liminality, historiography, and distinction between linear
and cyclic thought. The class then spent several weeks on the culture of ancient Ireland, focusing
on spirituality, baradic traditions, and gender issues. The second major segment dealt with the
development of Christianity and the English conquest of traditional Ireland, including a week on
the Famine and subsequent evictions and political unrest. The final three weeks of the program in
fall were about the urbanized political chaos of early 20th century Dublin. Winter quarter began
with a week on post-colonial (20th century) Ireland, six weeks on Irish America, and three weeks
on contemporary Ireland. The program faculty included Sean Williams (ethnomusicology, poetry
and Gaelic language), Tom Rainey (history and politics) and Dunstan Skinner (poetry and
writing). In spring quarter, Sean Williams and Dunstan Skinner took the students to Ireland.
Each week in fall and winter quarters featured lectures, films, and a seminar. Program activities
also included Gaelic lessons, poetry, music, and group discussion in the context of a large
lecture. Some weeks included a readers' theatre presentation of an Irish or an Irish American
play. All students maintained a program portfolio containing notes of discussions, Gaelic
language, films, poems, songs, and readings, all program material, weekly papers, exams,
integrative essays, and journal entries. Each student created an original work of visual art as part
of their responses to the material on the Famine of 1845-50 in fall quarter and on the Troubles of
the 1970s and 80s in Northern Ireland. Over both quarters, but culminating in winter quarter, the
students worked on a family history assignment designed to both bring out important and
revealing family stories, as well as to connect the students with the history of Irish immigrant
culture in the United States. Students were required to recite from memory a Gaelic poem ("Mise
Rafterai") by Antony O'Rafteraí in fall quarter and a Gaelic proverb of their choice in winter
quarter, complete multiple short assignments in Gaelic, and recite a short poem of their choice by
heart in English each quarter.
Students created three integrative papers in fall and winter that were expect to be
comprehensive, integrative, and personal. The first two, in fall quarter, were expected to be about
ancient Ireland and the 17th - 19th centuries, respectively. In winter quarter, the subject was the
Irish in America. In each of the integrative essays the students were expected to blend historical
and political elements of the program materials with oral and performative elements (poetry,
songs, plays, and films). An addition to the winter quarter assignments was the expectation of
July 25, 2007
Date
Page 1 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
creating a Peace and Reconciliation Center with a brochure and activities. Each student, working
in a small group, developed an activity designed to promote peace and reconciliation in Northern
Ireland, and shared the activity with colleagues in the program. Lastly, the students divided into
teams to create collaborative performances for the final week of each quarter in fall and winter; it
was the main expressive assignment of each quarter, and required extensive creative work as the
performances reflected important issues and themes from the program.
The program used the following texts in fall quarter: Roy Foster's Oxford Illustrated History of
Ireland, Kevin Collins' The Cultural Conquest of Ireland, Thomas Kinsella's translation of The
Táin, Patricia Monaghan's The Red Haired Girl from the Bog, Simon James' The World of the
Celts, James Leyburn's The Scotch-Irish: A Social History, Thomas Gallagher's Paddy's Lament,
William B. Yeats' The Collected Poems, Robert Burns' Selected Poems, Seán O'Casey's Three
Dublin Plays, and James Joyce's Dubliners. In winter quarter the program texts included Frank
McCourt's Angela's Ashes, more of James Leyburn's The Scotch-Irish: A Social History, Gerald
McWhitney's Cracker Culture: Celtic Ways in the Old South, selections from Albion's Seed, Peter
Quinn's Banished Children of Eve: A Novel of Civil War New York, Maureen Dezell's Irish
America: Coming into Clover, David McKittrick's Making Sense of the Troubles: the Story of the
Conflict in Northern Ireland, portions of Richard Kearney's Post nationalist Ireland, Eavan
Boland's poetry collection An Origin Like Water: Collected Poems 1967-1987, and Seamus
Heaney's Opened Ground: Selected Poems 1966-1996.
Program films – discussed and written about in seminars and papers – included, in fall quarter:
"The Celts," "1641: The Curse of Cromwell," "A Celtic Trilogy," "The Warrior Queen," "The Secret
of Roan Inish," "Braveheart," "The Hanging Gale," "Juno and the Paycock," "The Informer,"
"James Joyce's 'The Dead'," and "Michael Collins." In winter quarter the students watched "The
Field," "Dancing at Lúghnasa," "Out of Ireland," "Songcatcher," "Gettysburg," "The Molly
Maguires, "Matewan," "The Last Hurrah," "Some Mother's Son," "A Moon for the Misbegotten,"
"The Departed," and "Riverdance" (both the seven-minute original and the New York City
production). Students also read, performed, or otherwise encountered plays in fall quarter such
as "Molly Sweeney" and "Translations" (Brian Friel), "The Death of CúChulainn (W.B. Yeats),
"Riders to the Sea" (J.M. Synge), "The Plough and the Stars" (Seán O'Casey), "The Rising of the
Moon," and "Spreading the News" (both by Lady Augusta Gregory). In winter quarter they
encountered "Philadelphia, Here I Come" (Brian Friel), "The Quare Fellow" (Brendan Behan), "A
Skull in Connemara" (Martin McDonagh) and "The Mai" (Marina Carr).
In spring quarter the program shifted dramatically to include the practice of Irish studies, rather
than simply the theory of Irish studies. Rather than studying about Ireland, the students went
directly to Ireland to live, study, and build skills in language and culture under the supervision of
faculty members Sean Williams and Dunstan Skinner. Prior to their departure for Ireland,
students were required to read and take notes on two program texts: Occasions of Faith: An
July 25, 2007
Date
Page 2 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
Anthropology of Catholic Ireland by Lawrence J. Taylor, and Father McDyer of Glencolumbkille:
An Autobiography by Father James McDyer. Students then traveled to a remote, small village in
northwest Ireland and attended daily classes at Oideas Gael, and institute dedicated to the study
and preservation of traditional language, arts, and crafts in Gleann Cholm Cille, County Donegal.
Every student participated in daily classes in the Irish language. The classes featured work on
basic conversational skills, the use of the past and future tenses, irregular verbs, prepositions,
expressions of likes and dislikes, and in-class improvised drills. Each student took a final exam
requiring translation and understanding; this exam focused on the students’ abilities in correct use
of tenses with irregular verbs, sorting out difficult syntactical issues, and understanding the ways
in which the Irish language reflects Irish ways of seeing the world. Students were also required to
attend weekly seminars, and take a weekly class on the political economy of the Donegal
Gaeltacht (Irish-speaking district). In addition to the required classes, students were expected to
participate as well in a wide variety of classes led by local artists and specialists. These classes
included tin whistle, bodhrán (Irish frame drum), tapestry weaving, knitting, poetry writing,
dancing, singing, storytelling, archaeology, hill walking, and others.
Classes in the Gleann were enriched by visiting lecturers (including singer/storyteller Gearoidín
Breathnach, Irish-language poet Cathal Ó Searcaigh, herbologist Judith Hoad, writer/scholar
Dolores Whelan, and ethnomusicologist Lillis Ó Laoire). The class sent on an extended field trip
to Connemara, Galway, the Burren, Derry, and the Giants’ Causeway for five days. Activities
during this field trip included attending the annual Joe Heaney singing festival for a weekend,
visiting the many murals and monuments of Derry in Northern Ireland, examining first-hand the
major archaeological sites of the Burren, and seeing early Christian abbeys and high crosses.
One of the final credit-bearing activities of the program was the development of a significant
integrative paper at the end of the term, in which each student was expected to reflect on the
experience of living in rural Ireland as the “practice” part of Evergreen’s blend of theory and
practice. While each student was offered the same experience, it was up to the individual student
to make sense of that experience according to his or her unique understanding of what it means
to be Irish in the 21st century.
FALL QUARTER EVALUATION:
Written by: Thomas B. Rainey
Darren Owens did very well overall in the Ireland program. He was particularly dedicated to
learning the history and culture of Ireland. His attendance of program activities was excellent, he
read and studied the assigned epics, books, plays and poems, and he submitted his written work
in a timely manner, all signs of his dedication to this study. He also participated in making a group
video, “The Tain According to Dr. Seuss,” a very funny parody of the famous Irish poem. He was
a regular and well-prepared contributor to seminar as well.
July 25, 2007
Date
Page 3 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
Darren’s response papers and integrative essays were all well-written and for the most part
logically organized. Through them he demonstrated a considerable understanding of the
fundamental cultural, historical, and religious developments in Ireland over the last two thousand
years. He was able to clearly explain the concept of liminality in relation to Irish culture, the pagan
Celic elements in Irish Christianity, the patterns of English conquest and Irish resistance over the
centuries, the causes and consequences of the Great Famine, and the stirrings of nationalism
that eventually led to revolt and liberation in the early twentieth century. Particularly good was his
second integrative essay on the Great Famine, of which he traced echoes in Irish nationalism in
the late nineteenth century. This essay interwove several sources and bolstered his position with
detailed evidence.
Darren progressed well with his study of the Irish language. His quiz results were generally good,
although they indicate some need to review the rules of Irish grammar. Darren was strongest in
his pronunciation of Irish words. He is ready to proceed next quarter with the study of the
language.
Darren participated in the production of a hilarious film parody of The Tain, one of the sacred
pagan texts of Irish mythology. He acted in the production and assisted in the editing of the film.
Darren’s roles in the film were played lightly and helped it to sparkle. A fully collaborative effort,
the film amply demonstrated that the students in the group understood both the purport of the
epic and its possibilities for wit and humor.
WINTER QUARTER EVALUATION:
Written by: Dunstan Skinner
Darren continued to do excellent work in the Ireland program winter quarter. His dedication to the
program was demonstrated in his perfect attendance, complete and detailed portfolio, skilled
written work, and his final group project on Irish stereotypes. Darren participates readily in
seminar discussions, and he is ever respectful of his fellow students’ participation. His seminar
responses were generally well-focused on the texts and presented coherent positions. While his
responses flagged somewhat mid-quarter, he finished with some of his strongest writing to date.
Darren’s dogged work on his family history research turned up a rich cast of characters. His love
of research is also revealed in his integrative essay, in which he details through numerous
newspaper and magazine stories and images the development of Irish stereotypes in the United
States since the late 19th century.
Darren’s work in the Irish language was quite good. He did his homework and completed the
assignments and his excellent attendance enabled him to take good notes and follow through
with what he was learning in class. He was successful in reciting an Irish proverb from memory.
July 25, 2007
Date
Page 4 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
Because Darren is going to Ireland with his colleagues in the program during spring, he will have
ample opportunities to deepen his understanding of the basic skills he has learned during fall and
winter quarter. Darren will be a welcome participant in our academic community overseas.
An accomplished academic writer, Darren continued to try his hand at other forms of expression.
In studying the Northern Ireland peace process, Darren collaborated with a couple of fellow
students to create a brochure for a youth retreat designed to promote creative work across
ideological differences. Darren’s contribution was to write some imaginative text, including
fictional quotes from camp participants and a short poem imagined to be written by one of them.
For his final project, he worked with several other students to test Irish-American stereotypes, as
well as to survey notions on campus regarding what constitutes “Irishness.” This project
culminated in a presentation in which a narrator read selections of their results, followed by a skit
in which other students, including Darren, acted out a dialogue that exhibited various attitudes
and stereotypes of the Irish. This presentation began to explore the nuances of Irish
representation and identity.
SPRING QUARTER EVALUATION:
Written by: Sean Williams
Darren came to Ireland well prepared to encounter not only the Ireland that the Irish tourist board
would like Americans to see but also the hidden Ireland that does not appear in advertising. His
solid work over the year prepared him well for an encounter with the “real Ireland.” He attended
nearly all of the classes offered at the Oideas Gael, the institute in which the program was based,
went on walks, chatting with local residents in the pub, and settling in to the rhythms of smalltown Irish life. His experiences in Ireland deepened his interest in history and culture.
Darren attended language classes nearly every weekday in Gleann Cholm Cille. The final
examination covered such topics as the correct conjugation of regular verbs and five of the
irregular verbs; telling time; translation between Irish and English; and the conjugation of
prepositional pronouns. For his final language exam (for which none of the students used a
dictionary or notes) showed his excellent understanding of how to take the basic root of a verb
and place it into present, past, and future tenses. His work with telling time was at least partly
correct, although it needed more thorough work. His efforts to translate from Irish to English and
English to Irish was generally effective in that he knew what he was trying to say. He still needed
work on the irregular verbs, particularly “to be,” yet enough of his efforts in studying bore fruit in
his ability to remember some of the conjugations. His work with prepositional pronouns showed
that he knows each one needs to be conjugated; in some cases, his answers were off only
because of spelling.
July 25, 2007
Date
Page 5 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Ireland
Program or Contract No.
Title
25-SEP-2006
15-JUN-2007
Date Began
Date Ended
48
Qtr. Credit Hrs.
For his final project of spring quarter, Darren developed a major integrative essay that was
expected to be comprehensive and personal, linking his six months of intensive preparation with
the actual experience of living in Ireland. His essay, entitled “Ghosts of My Ancestors,” was a
probing exploration of his family history in the United States in relation to the Irish and its
implications for his responsibilities today. He drew effectively on his work on his family history as
well as historical research from previous quarters and connected these with conversations with
local people so as to draw some conclusions about his identity and relations to others. His essay
was effectively organized by interspersing historical and contemporary material. On a personal
level, Darren gained confidence and strengthened a sense of direction for himself.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 48
8 – Irish Culture
8 – Irish Language
4 – Irish and English History
4 – Irish-American History
4 – Contemporary Ireland and the European Union
4 – Irish Literature
4 – Irish Expressive Arts
4 – Integrative Writing
4 – Collaborative Production and Performance
2 – Fieldwork Methodology
2 – Oral and Performance Traditions
July 25, 2007
Date
Page 6 of 6
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Re-enacting Conflict: Artists at Work
Program or Contract No.
Title
03-APR-2006
16-JUN-2006
Date Began
Date Ended
16
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Nancy Allen, Lara Evans, Elizabeth Williamson
Reenacting Conflict was an all-level program that provided students with an intensive
introduction to performance studies theory, specifically focusing on literary, visual art, and
performative events produced in response to military violence. During the quarter we examined
several case studies, including both historic and contemporary Indigenous and Latin American
responses to Europe’s sixteenth-century colonialism, artists working during the time of the
Spanish Civil War and the subsequent military dictatorship, and the work of contemporary Native
American artists focusing on ongoing conflicts over land use and traditional practice. Special
attention was paid to the work of indigenous artists, to identifying strategies taken by artists
working under conditions of censorship and oppression, to theories of trauma and resistance, and
to performances that cross socially-constructed boundaries between nations and cultures.
Weekly activities included regular lectures, film screenings, seminars, and all-program
workshops. Students posted responses to the assigned readings on a web-based discussion
board before every seminar; they also participated in two group performance projects that
involved independent research and that were informed by key concepts in performance theory.
The book list was Diana Taylor, The Archive and The Repertoire; Richard Schechner,
Performance Studies; Miguel Leon-Portilla, ed., Broken Spears; William Shakespeare, The
Tempest; Aime Cesaire, A Tempest; Jerome Mintz, Anarchists of Casas Viejas; Ana Maria
Matute, The School of the Sun; Federico Garcia Lorca, The House of Bernarda Alba; James
Welch, Killing Custer; readings on the Oka conflict and artists’ responses; other selected readings
and viewings of works by native artists such as Jimmie Durham, James Luna, and Greg Hill.
EVALUATION:
Written by: Elizabeth Williamson, Ph.D.
Darren came to the program with a solid writing skills and developing seminar skills, as well as a
passion for politics. He completed all assignments, including seminar postings on a broad range
of topics in a timely manner and had a strong attendance record.
Darren came to seminar regularly and was a thoughtful participant, joining in more actively as the
quarter progressed. He completed two pieces of analytical writing, including a short but
comprehensive introduction to the history of Mexican immigrants as part of the research for his
group’s final performance. This thesis-driven essay demonstrated a clear overview of the topic
and an ability to find both print and reliable internet resources.
Early in the quarter Darren helped to facilitate a seminar on The Tempest, taking the lead early
on.
July 23, 2006
Date
Page 1 of 2
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Re-enacting Conflict: Artists at Work
Program or Contract No.
Title
03-APR-2006
16-JUN-2006
Date Began
Date Ended
16
Qtr. Credit Hrs.
The students divided seminar time with short readings of scenes, which were punctuated by
discussions framed with questions or ideas from the facilitators. This structure was effective in
bringing the group members’ topics into vivid relief, however in execution the plan proved to be a
bit too ambitious.
During the first half of the quarter Darren participated in a group performance in response to
various texts we had read around Shakespeare’s The Tempest. The skit, a town hall discussion
of a controversial theatrical production in small-town America, did an excellent job of breaking
down the so-called “fourth wall.” Darren gave a lively and humorous performance in a supporting
role. He also shone in his group’s final performance, which built upon work he did in a previous
program of non-traditional media coverage of the Iraq war. The performance consisted of a series
of monologues from a variety of characters in Iraq. Although Darren significantly shaped the
course of the performance, his unobtrusive style allowed other group members to put their own
stamp on the performance.
Darren has strong writing skills, particularly in presenting difficult ideas clearly. I was glad to see
him grow in his ability and willingness to perform theatrically. His interest in political discourse is
well balanced with a dedication to careful factual support.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 16
4 – Literature
4 – Literary Theory
4 – Human Rights Theory
4 – Human Rights Research
July 23, 2006
Date
Page 2 of 2
The Evergreen State College – Olympia, Washington 98505
THE STUDENT’S OWN EVALUATION OF PERSONAL ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
Re-enacting Conflict: Artists at Work
03-APR-2006
16-JUN-2006
Title
Date began
Date ended
I entered this program because I have always been interested in theater but never really did any
acting. This class opened my eyes to different ideas about performance. The book Performance
Studies by Richard Schechner showed me a lot about life and theater. The idea of
transportational performances was new to me, and how an aesthetic performance can come
about when an actor, or even an athlete or a shaman, can temporarily lose themselves in
whatever they are performing.
I learned also that people don't just perform on stage but we are all performing every day. This
made me think about how I perform just in living my own life. I was able to get up and do a
performance for the whole class, and I feel I lost myself a little bit in doing that. It was a real
revelation to me that this could happen for me. I won't think about how I act and how I live the
same again. Also, I will be more ready to get up in front of a group of people, or even just to
speak in class.
Student’s Signature
Faculty Signature
Date
Date
Page 1 of 1
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Borders of Identity: Forging a Critical Practice of Solidarity
Program or Contract No.
Title
09-JAN-2006
24-MAR-2006
Date Began
Date Ended
16
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Therese Saliba, Ph.D., and Angela Gilliam, Ph. D.
The tragic events of September 11th challenged the US to rethink our global role and reconfigure
our policies. Instead, the “war on terror” drew new borders between “civilization” and “barbarism,”
“us” and “them” to justify empire abroad and the suppression of civil liberties at home. Borders of
Identity, a 3-quarter program, interrogated this process and sought models – drawn from local
and international communities – to enable connection and solidarity rather than polarization and
conquest.
The program’s central theme was the investigation of geographical and cultural borders, the
conflicts they produce, and the opportunities they offer for collaboration and solidarity. Focusing
on themes of nationalism and identity, representation and humanization, and domination vs.
community-building, we explored how activists, scholars, and writers create models of solidarity,
both historically and today. In particular, we studied the rise of US nationalism in response to 9/11
and the history of US interventions in the Middle East. We also studied the US/Mexico border,
immigration and racialized structures in the US, and the Israeli-Palestinian conflict.
Our texts were drawn from literature, social and political theory, history, autobiography, oral
history, cultural anthropology, and film. Our modes of analysis were taken from cultural studies,
discourse analysis and media theory. Modes of learning included lectures by the faculty,
presentations by guest speakers and panels, and films; as well as workshops on writing,
interviewing; video cinematography, sound recording and linear video editing. We also took a field
trip to Shelton, Washington, to meet with organizations practicing bilingual education as a means
to develop inclusion and social justice. Students completed four essays (a Visual Analysis,
Politics of Identify essay, seminar paper and Models of Solidarity analysis), a video
autobiography, and (for students enrolled for 16 credits) community volunteer work and an
interview with a member of an organization.
In winter quarter, we deepened out studies of social movements by examining labor struggles,
the Black freedom movement and popular education as models for social change. We built on our
fall quarter studies of immigration by examining how the post 9/11 climate has impacted
immigrants, particularly Arabs and Muslims, who have experienced racial profiling and detention.
We also continued our studies of the Middle East, focusing on the war in Iraq.
Workshops were offered in critical writing, and video production (lighting, non-linear editing).
Other activities included a fieldtrip to Centralia, Washington to view a community-produced mural
commemorating a labor struggle of 1919, and a 3-day fieldtrip to Seattle where we toured the
Wing Luke Asian Museum and heard from representatives of the Arab-American Community
Coalition,
April 7, 2006
Date
Page 1 of 3
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Borders of Identity: Forging a Critical Practice of Solidarity
Program or Contract No.
Title
09-JAN-2006
24-MAR-2006
Date Began
Date Ended
16
Qtr. Credit Hrs.
the Service Employees International Union and a co-founder of the Seattle Independent Media
Center.
Students completed two seminar papers, a proposal for a winter/spring community-based project,
an analytical paper about the history, theory and practice of social movements, and a media
analysis. Students worked individually or collaboratively on a community-based project of their
own design. Most projects were expected to continue through spring quarter.
Winter quarter texts included the following: Paul Buhle and Nicole Schulman, eds. Wobblies! A
Graphic History of the Industrial Workers of the World; Tram Nguyen, We Are All Suspects Now:
Untold Stories of Immigrant America After 9/11; Nikil Paul Singh, Black Is A Country; Riverbend,
Baghdad Burning: Girl Blog From Iraq; Rashid Khalidi, Resurrecting Empire: Western Footprints
and America’s Perilous Path in the Middle East; Myles Horton, The Long Haul: An Autobiography;
Chelsea Boudin, Kenyon Farmer, Bernadine Dohrn, Dan Berger, eds., Letters from Young
Activists: Today’s Rebels Speak Out and selections from Marita Sturcken and Lisa Cartwright,
Practices of Looking.
Winter Quarter film screenings included Anne Fischel, Lewis County: Hope and Struggle, Jessika
Eskelson and Nichole Ketcherside, Downtowners; Nicholas Rossler, Brothers and Others; Paola
di Florio, Home of the Brave; Jehane Noujaim, Control Room; Lucy Phoenix, You’ve Got to Move
and Jill Friedberg, This is What Democracy Looks Like.
EVALUATION:
Written by: Therese Saliba, Ph.D.
Darren entered the program this quarter and met all the requirements for winter quarter of this
three quarter program. This quarter, he gained new knowledge in Cultural Studies, Middle East
Studies, and African American Studies. Darren’s attendance was good and was a solid
participant in his community media project on Creating Independent Media. He sharpened his
critical analysis of media through several written reflections on the project.
In seminar, Darren listens well and makes thoughtful contributions that are grounded in the texts.
I would like to see him draw out the implications of the texts more in his seminar contributions. He
co-facilitated a seminar on Wobblies! A Graphic History of the Industrial Workers of the World by
focusing the seminar’s attention on a specific incident in the text and then posing several welldeveloped questions for discussion.
Darren is a careful writer, and his essays displayed increasing complexity in his themes. In the
writing workshops he worked particularly on elaboration of his ideas and organization. His best
essay concerned the successful strategies of the Industrial Workers of the World and contrasted
these with contemporary racial and ethnic divisions. The essay drew upon
April 7, 2006
Date
Page 2 of 3
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Borders of Identity: Forging a Critical Practice of Solidarity
Program or Contract No.
Title
09-JAN-2006
24-MAR-2006
Date Began
Date Ended
16
Qtr. Credit Hrs.
ideas from both Wobblies! A Graphic History of the Industrial Workers of the World and We Are
All Suspects Now to support a compelling thesis. Although the paper would benefit from a more
coherent organizational plan, it exhibited a clear and critical understanding of the texts. In
addition, Darren wrote a solid analysis of media coverage of the Iraq War, focusing on contrasts
between “embedded” reporters and those journalists who reported independently of the military.
His analysis suggested a clear difference in perspectives between these two groups. He gave an
effective presentation of this material to the class by exhibiting several starkly contrasting reports
side by side.
For his community work, Darren joined three other students in winter to lay the initial groundwork
for producing a documentary film providing tools to local communities seeking to develop their
own independent forms of media. They began their work by conducting research on corporate
control of the media and the consolidation of media ownership. They identified groups in the
community – including Thurston Community Television (TCTV), independent radio stations, a
community-based print shop, and the local independent newspaper. They held preliminary
meetings with individuals connected to those organizations and made plans for future interviews.
They constructed a preliminary script based on their research and developed a thoughtful
proposal, informational letter, and release form. This group used their independent work time
effectively to give their project substance and a defined structure. Their presentation to the
program shared useful research about corporate media and the significance of corporate control
for first-amendment free speech rights. Their project has the potential to be useful in local
community settings as citizens’ grapple with the need to not only access independent media, but
also create their own.
Overall, Darren has gained a solid foundation in Cultural Studies this quarter. He has broadened
his intellectual horizons. He has begun to develop strong analytical skills and has strengthened
his writing skills.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 16
2 – Expository Writing
2 – Cultural Studies: Media and Cultural Theory
2 – Middle East Studies
2 – African American Studies
4 – Social Movements: Labor, Civil Rights and Immigration
4 – Community Project: Creating Independent Media and Media Production
April 7, 2006
Date
Page 3 of 3
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Res Publica
Program or Contract No.
Title
26-SEP-2005
16-DEC-2005
Date Began
Date Ended
16
Qtr. Credit Hrs.
DESCRIPTION:
Faculty: Charles Pailthorp (Philosophy), Andrew Reece (Classics), Matthew Smith (Political
Science)
Three standing questions guided the inquiry of this program during fall quarter: (1) What is in the
public interest and how are public and private interests balanced? (2) How is one educated for
communal and public life? (3) What is the relationship between one's political identity, on the one
hand, and, on the other, one's membership in a larger pre-political identity, e.g. a religious or
ethnic group.
Our study began with Home, The Iliad, to develop a context for reading Greek philosophy and to
establish the issues of war, honor, ambition, and power as fundamental political concerns. This
work was supplemented by modern account of war including work by Tim O'Brian, Simon Weil,
Benjamin Britten, and Wilfred Owen. Plato's Apology and Crito and Aristotle's Nicomachean
Ethics provided an introduction to classic Greek thought about government, ethical obligation,
and the place of the polity in moral and political life. Seneca's "On Anger" and "On the Private
Life" introduced Stoic conceptions of virtue and moral behavior and posed questions about ethical
life in the context of tyranny. Hobbes' Leviathan and Locke's Second Treatise of Government
helped us understand the fundamental redefinition of government in the early modern context.
Ideas of covenant, right, private life and property were central to our discussion. Finally Leo
Strauss's Natural Right and History helped pull together the ancient and modern texts.
Nearly all students conducted town studies in eastern Washington during our week long program
retreat, and may pursued community service projects in the Olympia area, in order to observe the
manifestation of these concepts in modern polities. Some studied Latin (within the program) or
another foreign language (outside the program).
All students participated in twice-weekly seminary, attended lectures, workshops, and attended
weekly writing tutorials. All wrote and revised three short essays. In weekly tutorials, students
critiqued one another's essays and heard critiques of their own. They wrote additional short
pieces, on questions for seminar discussion that had arisen from their readings, posted
observations and further thoughts about seminar topics on our Internet discussion site, and they
responded to one another's postings. A two-hour final exam tested their control of the readings
for the quarter (including the town studies and community service). Those students engaged in
community service projects recorded and reflected on their experiences in a journal and an
essay. The Latin students met three times a week, completed frequent quizzes, translations, and
compositions, and took three examinations. Some students were enrolled in Res Publica for
twelve credit hours rather than sixteen and fulfilled our expectations by completing a course in
another foreign language or related subject.
January 9, 2006
Date
Page 1 of 2
The Evergreen State College – Olympia, Washington 98505
FACULTY EVALUATION OF STUDENT ACHIEVEMENT
Owens
Darren
E
A87654321
Student’s Last Name
First
Middle
ID Number
------
Res Publica
Program or Contract No.
Title
26-SEP-2005
16-DEC-2005
Date Began
Date Ended
16
Qtr. Credit Hrs.
EVALUATION:
Written by: Charles Pailthorp
This quarter was Darren's introduction to study at Evergreen, and during these past ten weeks he
has shown some growth as a reader, a writer, as a member of the learning community of Res
Publica, and as a classroom volunteer at Lincoln Options Elementary School. Darren kept his
commitments well. He earned full credit for his growth.
Darren arrived at Evergreen with his basic writing skills well internalized. His writing developed
this quarter by becoming conceptually messier. In his early writing he was content to settle for pat
responses. His final reflective essay was more complex and left unresolved its central topic – but
was nevertheless a deeper exploration than any he had hitherto conducted. He is beginning to
learn how to learn through writing.
Post-seminar writing – short follow-up essays that built on the work of seminar and were posted
on Web X – was a central tool for Darren in developing his thinking. Initially hesitant in seminar
and less at home there than some colleagues, Darren’s early contributions were short and matter
of fact. His post-seminar essays raised thoughtful questions about the discussions. As the quarter
progressed, Darren began to find his voice in seminar.
Darren did capable work in his community service at Lincoln Options. Together with another
student, Darren met with the students there reliably each week. He kept a journal of his activities
and wrote a well-crafted essay reviewing the experience in which he suggested some tentative
connections between our readings and this alternative public school.
Overall, Darren has made a successful beginning of his studies at Evergreen and met the
challenges of the program. He is an able and bright student. As he continues to explore how to
make his way in his studies, he can rely on the foundation he has built in this program.
SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL: 16
4 – Community Service: Elementary Education
4 – Ancient Greek Literature
4 – Greek and Roman Moral Philosophy
4 – Political Philosophy - Early Modern
January 9, 2006
Date
Page 2 of 2
OBERLIN COLLEGE
101 N PROFESSOR ST
OBERLIN OH 44074
10/01/05
GRADE
CREDIT HRS
***** Fall ’04 *****
BIOLOGY 100
HISTORY 101
POLITICAL SCIENCE 108
3.0
3.6
3.3
4
4
4
***** Spring ’05 *****
RHETORIC 103: COLLEGE WRITING
BIOLOGY 102
PHILOSOPHY
3.0
1.5
2.7
4
4
4
CUMULATIVE
COLLEGE LEVEL
GPA
2.85
2.85
CR ERN
24
24*
***** END OF TRANSCRIPT *****
[*Note: 20 Semester Credits = 30 Quarter Credits accepted as
transfer credit to Evergreen.]