EVE

REEN

Registration and Records

The Evergreen State College - Olympia, Washington 98505

(360) 866-6000, ext. 6180 - registration@evergreen.edu - www.evergreen.edu

October 4, 2005

Neil J. Gillespie
8092 SW 115 th LP
Ocala, FL 34481
Dear Mr. Gillespie:
I am writing to confirm receipt of your letter dated August 26, 2005. Due to the nature of the
letter and the request you have made, I am forwarding your letter to the academic division of the
college for a response. You will receive a letter addressing your request from Dr. Don Bantz,
Academic Vice President and Provost. You can expect to receive a letter from Dr. Bantz by the
end of next week.
Sincerely,

~~

Andrea Coker-Anderson
Registrar

cc: Dr. Don Bantz

Neil J. Gillespie
8092 SW 115 th Loop
Ocala, Florida 34481
Telephone: (352) 854-7807
Email: neil.gillespie.wh88@wharton.upenn.edu

VIA UNTED STATES CERTIFIED MAIL

RETURN RECEIPT REQUESTED
Article no.: 7002 0510 0003 3420 6955
August 26, 2005
Andrea Coker-Anderson, Registrar
The Evergreen State College (TESC)
Registration and Records
2700 Evergreen Parkway NW
Olympia, WA 98505
RE: GPA Equivalent for Evergreen State College Transcript
To Andrea Coker-Anderson,
This letter will confirm our telephone conversation about obtaining a GPA
equivalent for my Evergreen State College transcript. I graduated on December 16, 1995.
Enclosed is a copy ofa certification signed by Registrar Judith Huntley. (Exhibit 1).
The following are examples of how the Evergreen State College written narrative
evaluation fails to meet my needs as a graduate:
1.
The following is a GPA requirement that I encountered in a private sector job
description requirement:
"Requires college level reasoning via formal education with a GPA requirement
of at least 2.75 on a 4.0 scale"
2.

The following are requirements that I encountered for a federal government job:
"A grade-point average of"B" (3.0 or higher on a 4.0 scale) for all completed
undergraduate courses or those completed in the last two years of undergraduate
study"

Andrea COker-Ander Registrar

The Evergreen State College

August 26, 2005

Page - 2

(federal government job example, continued)

"Rank in the upper one-third of your class in the college, university, or major
subdivision"
"Membership in a national honor society (other than freshman honor societies)
recognized by the Association of College Honor Societies"
"Grade point averages should be rounded to one decimal point. For example, 2.95
is rounded to 3.0, and 2.94 is rounded to 2.9. NOTE: Ifmore than 10 percent of
your undergraduate course work (credit hours) was taken on a pass/fail or similar
basis, your claim must be based on class standing or membership in an honor
society"
3.
The following is a GPA requirement that I encountered for admission to an
academic program at a university:
"GPA Requirement. To be considered, applicants must, at the time of application:
1) Have a minimum cumulative college GPA of 2.8 (based on a 4.0 scale)"
4.
The following is a GPA requirement that I encountered in application for a
scholarship:
"The applicant must demonstrate academic excellence in his or her previous
course work with a minimum GPA of3.0 on a 4.0 scale"
The four above cited examples are reasons why I need my Evergreen State
College transcript expressed on a 4.0 GPA scale. In the example for federal employment,
the GPA can also serve to establish class rank. Without a GPA, how is my class rank
established at Evergreen State College? Also, how would Evergreen State College
students participate in a national honor society without a GPA?
Kindly provide a GPA equivalent for my Evergreen State College transcript. An
ad hoc approach or event specific letter will not suffice. Please respond to this request in
writing by postal letter. (No phone calls or email). Thank you.

enclosure

The Evergreen State College

81vmpla, Washlnuton

This is to certify that

NEIL JOSEPH GILLESPIE

Has completed

The requirements for the degree

BACHELOR OF ARTS

This degree was awarded

At the conclusion of

Fall Quarter, 1995

(December 16, 1995)

The Evergreen State College

October 3, 2005
Neil G"illespie
8092 SW 115 th LP
Ocala, FL 34481
Dear Neil,
I'm writing to you, as the Provost, to respond to your request, dated August 26 th , in which
you asked the Registrar to provide you with a transcript that includes a grade point
average on the 4.0 scale. My response may not satisfy you, but please be assured that I
have COllsidered your request carefully in light of the college's values and established
practices, and our responsibility to our students. I have no choice but to deny your
request.
The use of narrative evaluations, rather than number or letter grades, is a critical part of
our teaching pedagogy. The obstacles to collaborative learning that are removed from the
classroom by using narrative evaluations rather than using grades as an evaluative tool
would be re-introduced, in a forcible way, by any expectation on the part of the students
that their work would eventually receive a grade. Since the college's inception, a
narrative academic record has been our sole nlethod of evaluating student achievement.
This is Olle of our nlost closely held values and one which I, as an academic
administrator, am both personally and professionally committed to. Of course, this
commitment goes beyond the issue of removing obstacles to student collaboration. To
quote the college catalog from 1995-96:
Student work is evaluated in narrative evaluations rather than in standard letter
grades. The evaluations describe in detail just what the student planned to do in
the program or contract; how well the student approached and solved problems,
worked with others and expressed her/himself in written and spoken work; the
student's area of concentration and how well he/she succeeded.
Narrative Evaluations precisely chart the student's academic development alld
achievenleIlt, providing much more meaning and insight than any set of letter of
number grades.
Higher education institutions, as well as employers, appreciate reading the transcripts of
Evergreen students because of the rich, detailed information they provide. We are deeply
committed to providing this kind of valuable, insightful and highly detailed information
about the work of our students in our academic transcripts. Providing a GPA would also

Olympia, Washington 98505

Telephone (360) 866-6000


defeat this purpose, because if a GPA existed the recipients of our transcripts would have
no need to read the evaluations, and the value of the rich detail we provide would be lost.
When students encounter difficulties related to having a narrative academic record,
college staff, like the Director of Career Development and the Registrar, can provide
support and intervene when necessary. I hope you have availed yourself of their
assistance, as they have an excellent track record at helping students negotiate such
problems. If you have not, I encourage you to do so. Wendy and Andrea are excellent
resources who are very good at explaining to external audiences the value and necessity
of our narrative transcripts.
I hope you can appreciate the depth of our commitment to the narrative evaluation
system, and the fact that assigning a GPA to anyone student would undermine the
Evergreen experience for all students. I wish you the best of luck in your efforts to
further your career in the areas that you cite as examples in your request.
Sincerely,

Don Bantz
Acadenlic Vice President and Provost

https://en.wikipedia.org/wiki/Narrative_evaluation

From Wikipedia, the free encyclopedia

In education, narrative evaluation is a form of performance measurement and feedback which can be used as
an alternative or supplement to grading. Narrative evaluations generally consist of several paragraphs of written
text about a student's individual performance and course work. The style and form of narrative evaluations vary
significantly among the educational institutions using them, and they are sometimes combined with other
performance metrics, including letter and number grades and pass/fail designations.

This list is incomplete; you can help by expanding it (https://en.wikipedia.org

/w/index.php?title=Narrative_evaluation&action=edit).
Alverno College
Antioch College (Narrative evaluations are provided for most classes in addition to letter grades)
Antioch University
Bennington College (Letter grades are available in addition to narrative evaluations upon request on a per
course basis)
Bard College (Students are given both letter grades and written comments via "criteria sheets" given
mid-term and end-of-term)
Brown University (Narrative course performance report optionally given in addition to letter grade)
Burlington College (Students are provided an option for traditional transcripts.)
California Institute of Integral Studies (School of Undergraduate Studies only, in conjunction with pass/no
pass grades; issued with the transcript for students who began attendance in fall 2003 or after)
College of the Atlantic (Allows you to opt out of receiving letter grades)
The Evergreen State College (Letter/number grades are never used)
Fairhaven College, Western Washington University
Goddard College (Letter/number grades are never used)
Hampshire College (Letter/number grades are never used for Hampshire students; students in the Five
College interchange can get letter grades when their home institution requires it)
Johnston Center for Integrative Studies, University of Redlands
Marlboro College
New College of Florida (Letter/number grades are never used)
New Saint Andrews College (Short evaluations in addition to a system of Latin letter grades)
Northeastern University School of Law (School of Law only, letter/number grades are never used)
Oxford University (Short evaluations in addition to letter grades)
Prescott College (Letter grades are available in addition to narrative evaluations upon request on a per
course basis)
Reed College (Letter grades are available upon request)
Residential College, University of Michigan (Letter/number grades are assigned by request, evaluations by
default)
St John's College (Known as the Don Rag; letter grades are recorded and available by request)
Sarah Lawrence College (Letter grades are provided to student upon request)
Soka University of America (Narrative evaluations and P/NP grade for up to 5 courses)
University of California, Santa Cruz (Narrative evaluations are given in addition to letter grades. Recently,
narrative evaluations were made optional.)
University of Washington: Community, Environment, and Planning (http://www.caup.washington.edu
/cep/) (CEP major only, narrative transcripts complement the Pass/Fail on the UW transcript)

https://en.wikipedia.org/wiki/Narrative_evaluation

Yale Law School (Letter/number grades are never used)

This list is incomplete; you can help by expanding it (https://en.wikipedia.org

/w/index.php?title=Narrative_evaluation&action=edit).
The Academy at Charlemont, Charlemont, MA (Narratives in addition to letter grade)
Conservatory Prep Senior High (http://www.conservatoryprep.org), Davie, FL (Narratives in addition to
letter grade)
The Cambridge School of Weston (Short narratives in addition to letter grade)
Lehman Alternative Community School (Grades are never used)
The Urban School of San Francisco (Extensive narratives; GPA is provided at end of year and trimesterly
from 11th grade onward)
Hamden Hall Country Day School (Short narratives in addition to number grade)
Francis W. Parker School (Narratives in addition to letter grade)
The Oakwood School in Los Angeles (Narratives in addition to letter grade)
Hopkins School (Short narratives in addition to letter/number grade)
The Met in Rhode Island: [1] (http://www.themetschool.org/?q=home) (Narratives are converted to grades
for college admissions purposes)
Wildwood Secondary School in Los Angeles: [2] (http://wildwood.org/) (Narratives are converted to
grades for college admissions purposes)
The Madeira School (Short narratives in addition to letter grade)
San Roque High School in Santa Barbara, Ca Narratives in addition to letter grade)
Saint Ann's School, New York City (Grades are never used)
Pacific Crest Community School in Portland, OR (Grades are never used)
Jefferson County Open School in Lakewood, CO (Letter/number grades are never used)
StoneSoup School, Fl (Narrative GPA constructed at end of 12th grade)
Youth Initiative High School: [3] (http://www.yihs.net/) (Grades are never used)
Trinity School at Greenlawn: South Bend, IN [4] (http://www.trinityschools.org) (Narratives in addition to
letter grade)
Trinity School at River Ridge: Twin Cities, MN [5] (http://www.trinityschools.org) (Narratives in addition
to letter grade)
Trinity School at Meadow View: Falls Church, VA [6] (http://www.trinityschools.org) (Narratives in
addition to letter grade)
Sagesse High School: Ain-Saadeh, Lebanon [7] (http://www.sagessehs.edu.lb) (Narratives in addition to
grade scores)
Allendale Columbia school in Rochester, NY Narratives in addition to letter grade)

History and explanation of narrative evaluation system at Santa Cruz (http://planning.ucsc.edu

/irps/Stratpln/WASC94/a/sec2.htm)
The Role of Narrative Evaluations at the University of Redlands (http://www.redlands.edu/academics
/johnston-center-for-integrative-studies/9216.aspx#.U3JFYFJOVdg)
Retrieved from "https://en.wikipedia.org/w/index.php?title=Narrative_evaluation&oldid=614022155"
Categories: Education in the United States Evaluation Alternative education

https://en.wikipedia.org/wiki/Narrative_evaluation

This page was last modified on 22 June 2014, at 23:50.

Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may
apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia is a registered
trademark of the Wikimedia Foundation, Inc., a non-profit organization.

http://evergreen.edu/evaluations/home.htm

Narrative evaluations help you make sense of what youve learned. Your faculty will give you more than
just a single letter grade.

Narrative evaluations express the thinking that went into your work, what you completed, and the reactions of both you and your faculty members
to your work. These detailed documents often provide specic examples of achievement or progress.
Each course, program, or contract you take should be evaluated with three documents:
Faculty Evaluation of Student
Student Self-Evaluation
Student Evaluation of Faculty
Learn more about the evaluation process.

Elements of an evaluation
Description of the oering
Credit earned, broken down by subject
Description of your work, which may include:
Evaluation of your completed assignments, classwork, and exams
How you approach your work
How you work with your fellow students
Your objectives and preparation

http://evergreen.edu/evaluations/home.htm

Attendance record
Highlights of your skills and abilities

More Meaningful to You

All the work you do is potentially part of your evaluation. Faculty will look at the assignments, tests, presentations, and other projects as they
prepare to evaluate your work.
The narrative evaluation is a dialogue. Youll get more feedback with how well you're doing, so you know where to go next, and what you're
prepared for. The level of detail in an evaluation can go far beyond a single letter or number. It can help you improve over the course of your
college career and do your best.

Your Voice Matters

Students and faculty are encouraged to meet during Evaluation Week to share what they've written. This is an opportunity for you to talk in person
about what will go into your transcript.
You also have the opportunity to write your perspective in your self-evaluation. Reect on why you chose this oering, what you hoped to learn,
and what you experienced along the way. These reections may also feed into your Academic Statement.

Communicating Your Record

I was informed that the combination of my Evergreen transcript and my interdisciplinary work on my senior
thesis was the deciding factor in [university's] decision to accept me into their [master] program.
People who read your transcript will get a fuller picture of what you did in college and what your work ethic is like. Graduate schools appreciate the
level of detail, because it shows the depth of work. Your evaluations can demonstrate how prepared you are for graduate-level study.
Evergreen's registration and records oce has experience working with graduate schools and employers of all kinds to communicate whether your
work meets their requirements. We can provide summary views and supplementary documentation if necessary. Contact the registrar if you have
questions about your transcript.

Contact
Deans Oce
Phone
(360) 867-6810
Email
Use our contact form

The Evergreen State College

2700 Evergreen Parkway NW
Olympia, Washington 98505
(360) 867-6000
Phone & Email Directories
2015 The Evergreen State College

http://evergreen.edu/evaluations/process.htm

The evaluation process includes faculty evaluation of your work, your self-evaluation, and your evaluation of faculty. Evaluations are
submitted and accessed through my.evergreen.edu.

Faculty Evaluation of Student Achievement

If you dont complete a class or receive no credit, you will not have an evaluation for that oering in your transcript.
Your faculty will write an evaluation of your academic achievement during Evaluation Week at the end of your course, program, or
contract. If you are in a team-taught program, one or more faculty may participate in writing the evaluation.
Faculty generally share their evaluation with the student at a one-on-one evaluation conference during Evaluation Week. Once
they've written the nal version, your faculty will turn in the evaluation for transcript review and nal posting to your academic record.
You can view all of the faculty evaluations of you in your Academic Progress on my.evergreen.edu.

Parts of your evaluation

. Description of the learning objectives and assignments for the oering
. Evaluation of the your academic achievement
. Credit Equivalencies showing how much of your credits were in which subjects.

Sample evaluations
multi-quarter program (PDF)

http://evergreen.edu/evaluations/process.htm

one-quarter program or course (PDF)

individual learning contract (PDF)
internship learning contract (PDF)

Student Self-Evaluation
At the end of each oering students write self-evaluations. You should reect on what youve learned while taking this oering:
summarize your accomplishments, new understandings, and goals for the future. You may nd it useful to refer back to your
self-evaluations while working on your Academic Statement.
Self-evaluations do not need to be submitted to your transcript.

Student Evaluation of Faculty

Evergreen faculty members are asked to solicit evaluations of their work from all of their students. Students write the Student
Evaluation of Faculty at the end of a quarter, or when leaving the program.
There are multiple ways to write evaluations of faculty. Ask your current faculty what type of feedback would be useful for them to
learn and grow in their teaching. The evaluations that you write of your faculty will be part of their regular review and can inuence
the growth in the faculty members teaching plans and goals. See the Faculty Handbook for details.

Turning in your evaluation of faculty

Students typically bring their Student Evaluation of Faculty to the faculty-student evaluation conference. To have it included in your
faculty's portfolio, youll need to submit it through my.evergreen.edu. If you prefer not to deliver the Student Evaluation of Faculty to
the faculty member in person, you may submit it online and choose not to show it to the faculty until your credits post.

http://evergreen.edu/evaluations/process.htm

If you want to provide a copy for your faculty member's dean for any reason, send it by campus mail to Academic Deans, Library
2002.

Put Your Best Word Forward

Talk to peer tutors, attend a workshop, or get online resources for writing your self-evaluation or evaluation of your faculty. Visit the
Writing Center for friendly help.

It's rare to have a detailed essay from your professor that not only reects your skills and learning
but who you are as an individual. My transcripts all sound like letters of recommendation. They reect
everything I learned and everything my teachers saw within me.

Contact
Deans Oce
Phone
(360) 867-6810
Email
Use our contact form

The Evergreen State College

2700 Evergreen Parkway NW
Olympia, Washington 98505
(360) 867-6000
Phone & Email Directories
2015 The Evergreen State College

THE EVERGREEN STATE COLLEGE

In recognition of completion

of the course of study approved by the faculty

)Veil joseph (jillespie

is awarded the degree

BACHELOR OF ARTS

with all its honors, privileges and obligations, Conferred at Olympia,

Washington, the Sixteenth day of December,

Nineteen hundred and Ninety-Five.

The Evergreen State College

81vmpla, Washlnuton

This is to certify that

NEIL JOSEPH GILLESPIE

Has completed

The requirements for the degree

BACHELOR OF ARTS

This degree was awarded

At the conclusion of

Fall Quarter, 1995

(December 16, 1995)

~.

The

E~State

College

Olympia, Washington 98505

Transcript Explanation
Acc:r8d1 tatIon
The Evergreen State College is accredited by the Northwest
Association of secondary and Higher SChools

AcademIc Philosophy
Our curriculum permits maximum student participation in develop
ing individual programs of study. The learning climate places high
value on:
Acquiring information
Relating bodies of knowledge
SolVing problems individually and collectively
Helping rather than competing with fellow students
Continuous mutual evaluation of stUdents. program and faculty
Making decisions and accepting the consequences
Understanding how learning occurs and developing attitudes about
Iifelong learning
Connecting the theoretical to the practical
Developing skills
.
Becoming a productive. effective participant in the larger society

Modes of le8rnlng
The first three modes average 20 students per Faculty Member in
full-time study so that neither students nor faCUlty are fragmented
among different courses simultaneously.
Coord'nated Stud... several faculty members from different disci
plines work With students (on a 20 to 1 ratio) around a theme,
project or problem.
Group Contracts though the basic desi~n. is fac~lty initia.ted,
students and faculty negotiate the specifiC learning that IS to
occur.

Individual L..mlr J Contracts these are student-initiated learning

experiences directed by a faculty member. They are designed to
meet specific goals of the student.

Transcript Structure
The "Record of Academic Achievement" lists only awards of credit.
Credit earned is expressed in:
auarter Credit Hours beginning in Fall 1979.

Evergreen Units 1 unit equals 4 quarter credit hours or 2.67

semester hours prior to Fall 1979.

Each Evergreen entry is accompanied by:

Prognlm Description or Individual L..mlng Contract which explains
learning objectives and content of the program or contract-making
it a self-contained catalog.
Faculty Evaluation of Student Achievement which provides informa
tion about how well the student did the work described in the
program description or contract. Such information is useful for
advice and counsel after the initial decision to admit or employ.
Also included where possible are "Suggested Equivalencies" in
terms of traditional courses or disciplines. (Prior to September.
1973. 15 credit hours were posted for Equivalencies.)
1 Evergreen Unit (1971 through Summer 1973) equals 5 quarter
credit hours.
1 Evergreen Unit (Fall 1973 through Summer 1979) equals 4 quarter
credit hours.
Optlona. "Student's Own Evaluation of Personal Achievement.

It

These materials are presented in inverse order so that the most

recent evaluation appears first.

The Program/Contract Number is a serial number assigned to the

program or contract sponsor. and may be repeated if there is a

break in the student's study or if a new "Learning Contract"

is made.
The numerical and alpha character designates:
99997 External Credit (Documented Prior Learning)

L and U Coordinated Study Program and Courses

G Group Contract (beginning 3/75)

C Individual Learning Contract (prior to 3/75 also included Group

Contracts)

Courue these are part-time programs around a specific theme to

meet the needs of part-time students. Note: Some full-time stu
dents are involved in courses as a part of their Coordinated Studies
Program or Contract. Full-time students receive credits and evalu
ations through their program or contract faculty member.

"Suggested Equivalencies" provide the best guide for determining

whether the content is lower or upper division.

Credit Explanation and Graduation Requirements

Grading Policy

Students-in close consort with faculty members-determine the

SPecific learning experiences they will follow to earn a Bachelor of
Arts degree or a Bachelor of Science degree. Students ma,y .earn no
more than 16 quarter credit hours during a quarter. The minimum
requirements for graduation are 180 quarter credit hours of which
45 quarter credit hours must have been completed under the direc
tion of an Evergreen facUlty m~ber.

The policy is to provide comprehensive narrative evaluations for

credit awarded. Since multiple factors are being assessed. a single
letter grade is inadequate. A reading of the evaluation can afford
a good estimate of most factors.

Cooperative Education Program

This program provides opportunities for students to intern in
practical areas related to their interests. During these formaliZed
internships the students maintain contact with their faculty mem
ber as a part of their Coordinated Studies program or Contract
Evaluations by the field supervisor are usually included in the
"Faculty Evaluation of Student Achievement." Internships are
coordinated by the Office of Cooperative Education.

Please do not hesitate to contact the Registrar jf you have ques

tions about the transcript (206) 8 6 6 - 6 aa0, x - 6 1 8 0

Record Of Academic Achievement

Program
Contract No.

Program/Contract Title
(Suggested Course Equivalencies in Quarter Credit Hours)

Date
Began

Date
Ended

Evergreen
Units

Awarded
Otr. Cr.

HIGH SCHOOl
06-74

BISHOP EGAN HIGH SCHOOL

TRANSFER CREDIT ACCEPTED
BUCKS COUNTY COMMUNITY CO_LEGE
UNIVERSITY OF PENNSYLVANIA
PORTLAND STATE UNIVERSITY

4069G

EVERGREEN CREDIT
LIFE SPAN DEVELOAMENTAL PSYCHOLOGY
(8-LIFE SPAN DEVELOPMENTAL PSYCHOLOGY)
(4-THE PHILOSOPHICAL CONTENT OF FREUDIAN
THEORY)
(4-GROUP DYNAMICS)

02-76
06-85
06-94

05-80
05-90
08-94

15
115

01-95

03-95

16

4100G

PSYCHO_OGICAL ASPECTS OF HEALTH & HEALING

(3-GROWTH PSYCHOLOGY)
(3-HEALTH PSYCHOLOGY)
(l-PSYCHOTHERAPEAUTIC MODELS)
(I-THANATOLOGY)

04-95

06-95

4171M

GRANT WRITING
(4-GRANT WRITING)

06-95

08-95

4607C

PERSONALITY THEORY
(4-PERSONALITY THEORY)

06;95,
,

08-,95'

JUNGIAN STUDIES: DIRECTED RESEARCH

('C8-PHILOSOPHY OF JUNGIAN PSYCHOLOGY)
('C4-INTERPRETIVE THEORY , FEMINIST, POST
MODERN, CROSS-CULTURAL, AND LITERARY)
('C4-RESEARCH IN JUNGIAN PSYCHOLOGY)

10-95

12-95

5069G

BACHELOR OF ARTS DEGREE CONFERRED

;~d
-'

.,

':'._5,~

16

12-95,

1'...

(1

{J
; ...

"

tf

-<f

181

CUMULATIVE CREDIT

Evergreen Credit (Beginning Fall 1979) - Awarded In Quarter Credit Hours.

*1 Evergreen Unit (1971 Thru Summer' 973) - 5 Quarter Credit Hours.
**1 Evergreen Unit (Fall 1973 Thru Summer 1979) 4 Quarter Credit Hours.

.........

~ ~ TItS Rirotto fMV . .

Ii IEU.w:D to N4Y ~R PM" _ _

~.

JUNGIAN STUDIES

Program Description

Fall Quarter 1995

Faculty:

Sarah Pedersen, David Rutledge

Fall quarter in Jungian Studies focussed on two intellectual

projects: 1) gaining a basic understanding of concepts and
terminology in selected major writings of C.G. Jung and 2)
developing an appreciation of Jung in the context of contemporary
post-modern philosophy. The first project encompassed the
following texts by C. G. Jung: Memories. preams. Reflections,
"The Transcendent Function," and The Psychology of Transference.
The Secret of the Golden Flower, an anonymous Chinese classic,
included a major commentary by Jung. Students took part in at
least one seminar on each text, and wrotea position paper for
each seminar. Lectures on concepts and vocabulary supplemented
the readings as did several documentary films. For the second
project, each text was coupled with at least one essay from a
contemporary point of view. Some such essays were written by
contemporary Jungians, others were written from a more general,
but relevant, philosophical perspective. Additional literary
texts and films allowed the students the opportunity to think
about and apply Jungian and contemporary interpretations. After
six weeks, the students spent one week discussing and then writing
a synthesis of what each had learned thus far. They next launched
into the study of a single archetype: the trickster as
exemplified in The Trickster: A Study in American Indian Mythology
by Paul Radin, which includes another commentary by Jung. This
archetype was chosen for its particular appropriateness to post
modern theory, as exemplified by the texts which followed: Gerald
Vizenor's The Trickster of Liberty and two essays by Donaa
Haraway.

A final novel, At Swim-Twa-Birds, P5Pvided1n

-?

<-

opportunity to practice interpreting texts i.n.. the context of ' ..-r~Jl

Jungian concepts once again. Seminars and seminar position papers
were again expected for all these readings. Four visual image
workshops were also offered during the quarter in which students
enhanced their theoretical work with visual expression. Shared
work in the program represented 12 credit hours an~,.~~mph~s~zed
philosophical rather than psychological aspects of Jurigi'an ",
1

thought, to be supplemented with individual fo~;r: ,6~editpro,~ e'Cfss

:
~.~

.'

<)

. .

'\

1.

'.,

The Evergreen State College - Olympia, Washington 98505

FACULTV EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

Student', Lut NIme

FIrII

5069G
Program or Contract No.

160-52-5117

Joseph

10 Number

MIddle

Jungian Studies:

Directed Research

TItle

10/95

16

12/95
c.teended

Neil completed all the work

student who excelled in all
contributor in seminar both
as an intellectual thinker,
commitment and dedication.

Ott. Credit Hrs.

to receive full credit of 16 hours. He was a mature

program areas'. He wrote very well, was a consistent
a. a speaker and a listener, made continuous progress
and benefitted fro. the art workshop because of his

His synthetic exercise was an exceptional paper, inclusive of both solid

scholarship on Jung's thinking and pertinent and illuminating personal
observations on his relation to that thinking. It had depth, clarity, .
demonstrated excitement toward the issues, and was a pleasure to read. What was
especially striking was that these ideas have had.a consequential effect on his
life and that he was in a situation to be influenced by thea in a profound. way.
About this he wrote: "It is the combined Jungs (who) appeal to me at this point
in my education, and that separate him from other parapsychology gurus, providing
him with a legitimate basis of authority.- I think that he was right about this
and that his discussion of him here was perceptive. He is well armed in terms of
enthusiasm, knowledge, and understanding to undertake further researches in Jung's
thought, and if not now, then when the time is right.
It was a pleasure to work with Neil this quarter. His self-evaluation is an

example of both his thinking and writing ability and should be read with this

report.

SUGGESTED COURSE EQUIVALENCIES (in quarter hours):

Total:

16
(

~~~

*8 - Philosophy of Jungian Psychology

.e~'
,~/
*4 - Interpretive 'nleory (Feainist, Postmodern, Cro..-Cultural, and'tioer.m

*4 - Research in Jungian Psychology

. .

*denotes upper division credit

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Faculty IIgnature I)

David Rut1ed e
Faculty Name

Ph.D.

January 5, 1996
Date
1

FEB 8 1936

ESC03-002(5-87)

The Evergreen State College - Olympia, Washington 98505

THE STUDENT'S OWN EVALUATION OF PERSONAL ACHI~VEMENT

Gillespie

Neil

160-52-5117

Student's Last Name

First

Middle

10 Number

Jungian Studies

09/25/95

12/16/95

Title

Date Began

Date ended

The Jungian Studies program introduced me to the life and work of Carl Gustav Jung, providing a
comprehensive examination of his approach to psychological phenomenon. Considering Jung on his terms
was a key to unlocking the magic of his message. Through my study of Jung's religion, philosophy, and
myth, a better understanding of the human condition is emerging in my life. This process built throughout
the program, with divergent ideas culminating into cohesive understanding.
My understanding of contemporary philosophy increased significantly during this program. I found
the philosophical component of the curriculum a valuable foundation from which to understand psychology,
religion, literature, and other disciplines. Jung introduced me to the ideas of Nietzsche, Goethe, and
Schopenhauer. The feminist philosophy presented in this class enhanced the learning process.
The literature section of Jungian Studies offered me a chance to investigate how the structure of
language affects perception. I understand why considering a "case history" from the viewpoint of literature
benefits the therapeutic approach. Through the technique of deconstructing words, texts, and ideas, I have
further developed my critical thinking ability.
My mid-quarter academic paper combined solid scholarship on Jung's thinking and pertinent,
personal observations on my relation to that thinking. Well written, my paper demonstrated depth, clarity
and enthusiasm. My preparation during this program was thorough and prompt. I attended all lectures and
seminar discussions, submitting weekly seminar position papers. The seminar process enhanced my
understanding of difficult material through participation in analysis and discussion of ideas with my
colleagues.
The art workshop I attended as part of this program offered access to Jung's imagery as a psychic
tool. I saw images as refreshing phenomenon when juxtaposed with the compensatory nature of language
and the intellect. The process culminated in the production of several wo~rJ~s of art. (i ,
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The Native American literature and Chinese philosophy I reaQIefmed my cross-cultural awareness.
I found the Native American speaker who addressed the class particularly illuminating. The Chinese
philosophy I considered allowed me to compare and contrast different approaches to life.
My fmal project in this program was an academic paper that discussed feminist philosophy from the
position of Jung and others. As I investigated my subject through comparative ~ly~s,( qeconstructiQJl,
and related readings, the enigmatic quality of life emerged. The paper was discursive and iDcluded my
mandala drawing, a work in progress throughout the quarter. I continue to (f~el;enthusiasmfOr" .the
knowledge and understanding resulting from my participation in this prograin.}f (
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Faculty signature: David Ruttedge and Sarah Pedersen

Date

Page 1

ESC03-121 (8-87)

The Evergreen State College - Olympia, Washington 98505

INDIVIDUAL LEARNING CONTRACT

Qtr Credit Hrs
-

160-52-5117

Student 10 Number

Fall

Gillespie

Neil

Last Name

First

Initial

4607C

Donald Bantz

Sponsor no.

Sponsor

Wtr

Spr

Personality Theory

06/95

08/95

Short Title

Beginning Date

Expected Completion
Smr

Total

Subcontractor(s) and Titles

Objectives:

Class
Standing

To study theorists of Western psychology and their therapeutic approaches.

Senior
Related academic preparation and work experience:

Activities under this contract:

Weekly classroom component?

181

DYes

No

I will read Beneath the Mask (5th edition) by Monte.

I will write two 5-7 page academic papers on the subject area as follows:
1) Case Study Paper. Select a case study from abnormal psychology and analyze the etiology and treatment
of the diagnosed disorder from the perspective of four Western psychology theorists.
2) Topical paper. Select an issue in mental health and discuss it in depth from the perspective of one
psychology theorist or school.

Support by the Sponsor and Subcontractor(s):

Faculty sponsor will provide advice and guidance as appropriate.

Procedures for evaluating completed contrad:

I will write a fonnal evaluation of my work and a faculty evaluation by the end of the quarter. I will meet with
.
the faculty sponsor as appropriate. Faculty will submit a final narrative evaluati.on of fIlYt-,~.?rk.
,

J;'

DYes

No

Q.') .;/ ,
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'al ~I implications
Does this contract require the use of special resources, facilities an ~uip~en, Of ~rry'
including compliance with the policy on "Human Subjects Re~~"? (I' y~" attach cI~a I anatj)
Does 'this contract involve foreign travel? (If Yes, attach liability waivp.r;.~)\
i

/~-".F-' /"

Date

~. -

Sponsor signature

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....... Date
Date

more copies to registration and Records.

'LI&I~r

~5

The Evergreen State College - Olympia, Washington 98505

FACULTY EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

Student's Last Name

4607C
Program or Contract No.

Joseph

First

160-52-5117

Middle

10 Number

PERSONALITY THEORY
Title

06/95

08/95

Date began

Date ended

4
Qtr. Credit Hrs.

Neil Gillespie successfully completed the learning objectives for his individual learning contract and
earned four (4) credits. He read Beneath the Mask and wrote two papers according to his
contract objectives. In his first paper, Neil utilized a fictional case of a 51 year old businessman to
analyze the etiology of the disorder- and proposed treatments- from the perspective of four
western psychology theorists- Fromm, Freud, Maslow, and Watson. Overall, my assessment is
that, in doing so, he has attained a basic knowledge of the four personality theories and the
attendant therapeutic approaches.
In the second paper, he used an actual Department of Social and Health Services case study
discuss the implications of employing a multi-cultural approach to psychological counseling. His
case involved a Philippine woman whose actions towards her baby were an accepted and
common practice, within her own culture, yet when viewed from a Freudian, western medicine
perspective, would clearly be labeled deviant behavior. He surmised accurately a) that a Freudian
psychologist would likely find the actions detrimental to the child's mental heath and development
and b) that Freud himself might dismiss the implications of culture- despite his being a Jewish
male- and argue that psychoanalytic theory was not culture-dependent. His case study
highlighted the inherent problems and ethical dilemmas facing a therapist who employs dominant
western culture methods, worldviews, values, and medical standards to diagnose a patient from a
'.
non-western culture.

SUGGESTED COURSE EQUIVALENCIES (in quarter hours) - TOTAL: 4

4 - Personality Theory

FaCUlty~

J,

r'
II

February 13, 1996

Don Bantz

Date

Faculty Name
Page

FEB 2J. 1926

ESC03-002(5-87)

The Evergreen State College - Olympia, Washington 98505

FACULTV EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

Student's Last Name

First

4l7lM
Program or Contract No.

Joseph

160-52-5117

Middle

10 Number

GRANT WRITING, SECTION B

Title

08/95

OtJ/95
Date began

Date ended

atr. Credit Hrs.

Description
This program was designed to take students through each step in the preparation
of an actual grant proposal. We reviewed the broader context of fund raising,
the use of resource directories to research potential grantors, and elements of a
successful initial "pitch." Next, we studied systemic thinking and techniques
for conceptualizing problems and programs, outputs and outcomes. We worked on
the mechanics of each phase of the grant proposal--grantee capability, need
statement, action plan (goals, objectives, activities, outputs), evaluation plan,
and a budget using Coley's Proposal Writing as a guide. Finally, we explored
strategies for developing an enterprising attitude to enhance funding prospects.
Evaluation
Neil began this class with a minimal knowledge about grant writing. He attended
all program meetings, completed all assignments, actively participated in class,
and earned full undergraduate credit. Overall, my assessment is that he has
successfully completed the learning objectives for this program, having attained
the skills necessary to prepare a grant proposal from start (initial concept) to
finish (completed application).
Neil teamed with a colleague to devise a plan to revitalize the TESC Union of
Students with Disabilities (USD). They went through several initial
conceptualizations of the existing needs and crafted several possible
organizational configurations and programmatic responses to them. As a result,
they decided to work within the existing structure of TESC and use it as a basis
to formulate a long-term strategy of enhanced services to students__ with
disabilities. They made good use of the in-class wor~sh~ps to ~ev~~pd refine
their proposal.
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They prepared a proposal to submit to the TESC Student and Activities Board in
hopes of restoring full funding for the USD. In doing so, they demonstrated
their ability to transform abstract ideas into a concrete proposal. Overall,
each of the four major components of their final proposal (grantee capabilities,
action plan, methods, and budget) were solid as measured against a comprehensive
set of funding criteria developed by the class as a whole. Clearly, their final
grant proposal was indicative of the degree to which theY,,_le'a,~~~~nd applied,
the principles of grant making in this program.
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Suggested Course Equivalencies (in quarter credit houis):

(1

(:)

J-

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4- Grant Writing

~.

FacultyS~

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",

October 10, 1995

Donald Bantz, D.P.A.

Faculty Name

Date
Page

OC
, -l-
,
-

'~r'

J~.;j5

ESC03-002(5-a7)

 The Evergreen State College - Olympia, Washington 98505

THE STUDENT'S OWN EVALUATION OF PERSONAL ACHIEVEMENT

Gillespie

Neil

160-52-5117

Student's Last Name

First

Middle

10 Number

Grant Writing

7/24/95

8/26/95

Title

Date Began

Date ended

Grant

Wrjtjn~

This class introduced me to the grant writing process and served as an opportunity to write a grant
proposal. Grants fund student activity groups at Evergreen and one such group, the Union of Students with
Disabilities (USD), served as the subject for my grant proposal. My project was a collaborative effort with
another student. Together we developed a plan to rejuvenate the usn and restore its funding. In developing
our plan, my colleague and I explored a variety of options before choosing an ultimate course of action.
The USD grant proposal provided me a chance to learn and understand the various issues pertaining
to grants. Writing the proposal facilitated an understanding of how component parts contribute to a viable
grant. While developing the proposal, I meet and worked with people from various offices around the
college. The experience enhanced classroom instruction, providing a real world dimension to learning.
Working in groups, making oral presentations, and critiquing each others' work was instructive as we worked
through each stage of the proposal. My involvement in this class led to the position of USD coordinator the
following quarter.
Personality Theory Individual Learnini Contract
My objective in this learning contract was to study theorists of Western psychology and their
therapeutic approaches. I read the book Beneath the Mask by Christopher F. Monte and completed two
academic papers under the terms of this contract, a case study paper and a topical paper.
For the case study paper I utilized a fictional case featuring a business person experiencing financial,
personal, and family problems. I analyzed the case from the perspective of four different theorists featured in
Beneath the Mask. The four theorists I chose were Sigmund Freud, Erich Fromm, Abraham Maslow, and
John Watson. After analyzing the etiology of the disorder, I proposed a treatment plan according to each of
the cited theorists. Through this project I achieved a basic knowledge of the four persqmt~~ories and
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their accompanying therapeutic approaches.
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My topical paper considered the issue of multi-cultural focus in psychological counseling. For this
paper I chose an actual case from the Department of Social and Health Services. I discussed my topic from
the perspective of Sigmund Freud. I chose Freud because of his importance as cornerstone of Western
thought and, being Jewish, a member of a cultural minority. My paper considered the relationship of a
Philippine woman toward her young son, a relationship incongruent with Western chUd-rearing practice.; The
case highlighted the dilemmas inherent in cross-cultural psychology. I demo~tri~d~why,Freud would have
My conct~ns
were
viewed specific behavior toward the child as more significant than cultural re{~repee.
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based on analytic ar~ents from Freud's primary writings.

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Faculty signature: Donall:l Ban~

Date

Date

Page 1

ESC03-121 (8-87)

PSYCHOLOGICAL ASPECTS OF HEALTH AND HEALING

Spring 1995

Pro&ram Description

Faculty:

Jerry Shu1enbarger

Psychological Aspects of Health and Healing is a one quarter program designed

to inspect the relationships among psychological adjustment, psycho/physical
functioning, and health and healing. Activities include: Attending theme
based lectures and related presentations; reading primary source materials;
participating in seminars on selected readings; two response writing assign
ments; and an oral presentation regarding self-chosen, theme-relevant activi
ties.
This is designed primarily as a seminar program, with half of the time devoted
to discussion of the reading assignments. The majority of the reading is
complicated, primary source material, open to a variety of interpretations.
Each st~dent is expected to read and be prepared to discuss material from
their perspective. A variety of methods are. used to ensure that each student
be accountable for the readings and for contributing to the conversation.
Initial reading and discussion are concerned with therapeutic practices,
models of psychological growth and a cross-cul'tural investigation of psycho
logical and physical health. Subsequent readings are concerned with the role
of the nervous system in health and healing, the role of the acceptance of our
mortality on our psychological health, and patient generated ideas about the
healing process. Lectures, and pertinent video and audio presentations, are
included to clarify issues and illustrate rel~vant principles.
Each student* is expected to complete two response writing assignments. These
assignments require the student to select some theme-relevant book/article/
film and briefly summarize it, demonstrate its connection to our theme and
personally respond to its content. An oral presentation regarding these
assignments is also required.
Students are evaluated on the basis of their contributions to the conversa
tion, the quality and timeliness of their written work and their oral presen
tation.
(

Reading List
Man's Search for Meanin& Victor Frankl
On Becominc a Person Carl Rogers
Toward a PsychololY of Beini Abraham Maslow
Healinc Voices Toni Laidlaw, et al.
Anatomy of an Illness as Perceived by the Patient Norman Cousins
The WAY of Zen Alan Watts
. " ~ .')7/"
Death: The Final Stage of Growth Elisabeth Kubler-Ros$~.(Ed.)'
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The Healini Brain Robert O~nstein, et al.
,; (~\
(Students enrolled for four credits had an abbreviatetJ..:read;ng lis~ las ~ted
in their individual evaluations.)
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Students enrolled for four credits completed one

paper~

The Evergreen State College - Olympia, Washington 98505

FACULTY EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

J.

Student's Last Name

First

Middle

4l00G
Program or Contract No.

160-52-5117
10 Number

PSYCHOLOGICAL ASPECTS OF HEALTH AND HEALING

Title

4/95

6/95

Date began

Date ended

8
Otr. Credit Hrs.

Neil was enrolled in this one quarter program that inspected the connections
between psychological functioning and physical health and healing. Readings,
lectures, discussions and media presentations we~e used to uncover current
knowledge and understanding concerning these connections. The major areas of
investigation were: Psychological growth; psychotherapeutic models; cross
cultural studies of attitudes toward health; neurology and health; death as a
positive growth experience; and patient attitude and involvement in the healing
process. Side issues such as nutrition, doctor-patient cooperation,
psychopathology, the practice of Zen, and personal responsibility in health and
healing were also explored. The class also participated in an informational
workshop exploring institutional, state and federal guidelines regarding sexual
harassment.
Neil's participation in seminar activities was excellent. He was always in
attendance and ready to discuss the assigned material with intelligence, insight
and enthusiasm. His ideas, while not always popular, were shared with equanimity.
I was impressed with his ability to state his convictions and support them in a
non-defensive manner. It was obvious that he had spent some time thinking about
the issues under discussion and was unafraid to voice his opinion regarding them.
It was also apparent from his contributions that he had read, understood and came,
prepared to discuss some difficult and in some cases, controversial ideas. I
enjoyed his presence and many contributions to the seminar process.
The two writing assignments. were designed to require each student to select two
theme-relevant sources and write a paper for each. Both of Neil's projects were
well conceived and based on theme-appropriate material. In both instances he
analyzed the material extremely well and reported his findings i~~~itten form as
well as an oral presentation. His writing is excellen~~ ~ His ;'eas~&r~?logically
developed and presented in a very readable form. H~~ral presentationtwa'J
interesting and done with care.
- - , ,
.,-,.
In short, Neil is an excellent student. He was always there willing to discuss
the business at hand. His written work was completed well within time
requirements and conformed to assignment guidelines.
8,.

SUGGESTED COURSE EQUIVALENCIES (in quarter hours) TOTAL:

/ ' " .'

Growth Psychology
Health Psychology
Psychotherapeutic
anatology

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June 20, 1995

Date

Page

AUG 1 ~ 1995

ESC03-002 (5-87)

The Evergreen State College - Olympia, Washington 98505

THE STUDENT'S OWN EVALUATION OF PERSONAL ACHIEVEMENT

Gillespie

Neil

160-52-5117

Student's Last Name

First

Middle

ID Number

Psychological Aspects of Health & Healing 3/27/95

6/10/95

Title

Date ended

Date began

My objective in taking this class was to continue my study of

psychology with an emphasis beyond the traditional principles that I
considered last quarter.
Seminar allowed me to develop my communication skills and enhanced
my ability to justify my positions. I find the individual experiences
of students valuable; they help me understand complex issues in a way
that transcends independent study. In this context I felt free to
contribute to the group. I attended all the lectures and seminar
meetings.
The readings presented diverse perspectives on psychological
phenomenon. The writings of Rogers and Maslow were useful in
facilitating an understanding of therapy beyond the psychoanalytic
approach. Elisabeth Kubler-Ross, through her discussion of death,
helped me expand the possibilities of life. I thought that Ornstein and
Sobel's book The Healing Brain presented convincing evidence of the
mind-body connection. Taking the time to consider each of these issues
in depth has lead me to greater self awareness and understanding.
The study of feminist therapy increased my awareness of the issues
facing women. The unique experiences of women illustrate the importance
of integrating all perspectives. into the paradigm. I gained additional
insight during the sexual harassment workshop presented during one of
the lectures.
I found the study of Zen Buddhism refreshing,
its ideas
challenging my Western view of life .and the world. -~-~f: liked the
meditation exercise conducted with the class. duriAig ~9b~~ of the
lectures. The state of being centered leacf me to undersFaeP- and
appreciate its healing attributes.
'-~"
My two academic papers considered alternatives to traditional
psychotherapy in maintaining health.
They were well written,
comprehensive and completed on time. My first paper, entitled. au
naturel, considered the psychological benefits of letting go of . the
shame many people associate with their body. My seco~'pa~ considered
the role of food and the digestive process i'n maiDt~iIiing-)lie~~t:~h. I feel
that my oral presentation skills are improving
each ~~~fort. My
presentation was well received by my colleaguEis a$d l fau];~}y Oike.

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Faculty signature

Date

Page 1

ESC03-157(5-87)

LIFESPAN HUMAN DEVELOPMENTAL PSYCHOLOGY

Winter, 1995

Program Description

FaCUlty:

Jerry Shulenbarger

Lifespan Human Development is an eight credit, one quarter module

designed to inspect the biosocial, cognitive and psychosocial
development of the human organism. Activities include: reading
text and supplementary materials; conducting seminars on selected
topics; two response writing assignments; a research paper; and
an oral presentation regarding the research project.
Each student is expected to read and discuss assignments from the
text and supplementary readings. Initial discussions are con
cerned with theories of development, issues regarding heredity
and environment, and prenatal development and birth. Ensuing
discussions are centered on the biosocial, cognitive and psycho
social development in several (seven) distinct periods of life.
Supplementary readings are also discussed in seminar. These
readings cover issues of importance not included in the text.
Each student is expected to complete two response writing assign
ments. These assignments ask the student to respond to some
general questions concerning the development of the human organ
ism. One of these assignments is done in class, while the other
may be done in class or at home. They are both open book/open
notes assignments.
A research paper is required for successful completion of this
module. The student must select a relevant topic, submit an
outline of their proposed research, organize and write their
paper, and present their information to the class.
students are evaluated on the basis of their contributions to the
conversation, the quality and timeliness of their written work,
and on ~he quality of their responses to general quettT~~.?
concernl.ng development.
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READING LIST: Lifespan Human Development

Berger, Kathleen Stassen. (1994).
the Life Span. Worth.

The Developing Person Through

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SUPPLEMENTARY READINGS

(Reproduced with permis~c)n)-'

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"playing God" Bernice Kanner.

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"The Importance of Play" Bruno Bettelheim.

March 1987.

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Child, August J~~OII"

"Child Development: La~guage Takes on New

Brody. New York Tl.mes May 5, 1987.

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The Atlantic-Monthly,

"All in the Family" Elizabeth Hall.

1987.
"Suffer the Restless Children"
NovemJ)er- 1990.

Psychology Today

Alfie Kohn.

"The Case for More School Days,~'

Monthly, November 1990.

Atlantic Monthly,

M. J. Barrett.

"Confident at 11, Confused at 16"

Magazine January 7, 1990.

F. Prose.

"Sociocultural Aspects of Eating Disorders"

J.H. Lacey. Annals of Medicine 1992.

November,

Atlantic

The New York Times

F.J. Raphael and

"Adults Conceptions of Intelligence Across the Life Span"

Berg and R.J. Sternberg. Psychology and Aging 1992.

C.A.

"The changing Meanings of Age" B.L. Neugarten and D.A.

Neugarten. Psychology Today May 1987.
"Human Aging: Usual and Successful"
Science July 1987.
"Grandparents and Family Crisis"
Generations Summer, 1986.

J.W. Rowe and R.L. Kahn.

A. Cherlin and F. Furstenberg.

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The Evergreen State College - Olympia, Washington 98505

FACULTV EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE
Student's Last Name

J.

First

Middle

160-52-5117
10 Number

LIFE SPAN DEVELOPMENTAL PSYCHOLOGY

4069G
Program or Contract No.

Neil
Title

01/95

03/95

Date began

Date ended

16
Qtr. Credit Hrs.

Neil was enrolled in this eight-credit, one-quarter module designed to inspect the
biosocial, cognitive and psychosocial development of the human organism.
Activities included: reading text and supplementary materials; conducting
seminars on selected topics; two response writing assignments; a research paper;
and an oral presentation regarding the research project.
Neil's participation in seminar activities was excellent. He was always in
attendance and ready to discuss the assigned material with intelligence and
insight. It was apparent from his contributions that he had read, understood and
come prepared to enter the conversation. His ~bservations were always pertinent.
Neil completed all of the assigned work on schedule. His productions followed
both the form and spirit of each assignment. His major work, looking at the
psychosocial implications of craniofacial anomalies, was well conceived and well
written. His writing, while clear, would be helped with more attention to detail.
This research project demonstrated his ability to select a relevant topic,
research and organize the information, and present it in an oral as well as
written form.
Neil's work on the two response writing assignments was well done. The tasks
involved analyzing major factors that contribute to healthy biopsychosocial
development across the lifespan, and then synthesizing the information into a
description for positive growth. His productions were of sufficient depth and
breadth to indicate an adequate grasp of the principles involved in healthy
development.
In short Neil is a good student. He completes his work on timef,an~~=~generally
conforms to the assignment. He participates in all cass', acttvities w:rfh~~..--.
enthusiasm and good humor. I appreciated his many OIantributions to the . ,-,,5J
conversation.
Following are the course descriptions and evaluations of the two four-credit
courses Neil also participated in Winter quarter.
DESCRIPTION - Group Dynamics:
This class in Group Dynamics was designed to have stude~ts.l~~e~rn about ~he
dynamics of groups by actually participating in small gr~up~ Qf/4-5 P!Op~~ each.
Students worked on various exercises, instruments, pro~lem-~o~vlng acliv{tles, and
physical exercises and then reflected on the meaning a~"'\th~ot"y,of th~ a.t:~vity by
Faculty signature(s)

Jerry Shulenbarger

May 10, 1995

Date

Faculty Name

ESC03-002 (5-87)

Page

AUG16l995

The Evergreen State College - Olympia, Washington 98505

FACULTV EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

160-52-5117

Middle

10 Number

LIFE SPAN DEVELOPMENTAL PSYCHOLOGY

4069G
Program or Contract No.

J.

First

Student's Last Name

Title

01/95

03/95

Date began

Date ended

Otr. Credit Hrs.

debriefing and applying the experience. Students were asked to write two papers
(4-5 pages each): a reflective paper on the experience of the first five weeks of
the program, and a second paper on a particular aspect covered in the quarter or
an application of group dynamics to the individual in the world place. The
content of the course covered the following topics: roles and membership in
groups, theories of group development, feedback in groups. power, leadership, and
authority in groups, conflict, communication, male and female issues in groups,
task and process.

EVALUATION:
Neil explored a number of issues in his first reflective paper on the exercises
completed in the first half of the quarter in Group Dynamics. He was especially
interested in investigating a number of issues as these related to values. He
learned a great deal from the Subartic group exercise, which looked at the
differences between individual and group effort. I feel that Neil examined these
issues in a very honest and open manner. In his second paper, Neil took the time
and made the effort to explore some of the group dynamic dimensions of the film
"One Flew Over the Cuckoo's Nest," a film viewed by everyone in class. Neil did
an excellent overall job of looking at the symbolism of color, the role of
uniforms, and the socio-economic groups represented by the doctors, the nurses,
and the support staff. He likewise was able to investigate some of the factors
influencing behavior by the patients in the hospital. In sum, I feel that Neil
did a solid job of commenting on this film from the perspective of group dynamics.
Neil was an effective member of his small group, a group that tended to be quite

task oriented. Neil was present at all the sessions, participa~ed-~~ly in the

discussions and debriefing of exercises, and contrib\.Wed~",signi-ficantiY''1:Q.~

. J:he
functioning of his small group. Neil felt free to 8Ral1enge a number' ~f_Pdsitions
with regard to group theory and practice. He has had considerable experience in
the workplace to reflect on these issues.

DESCRIPTION - Freud and Philosophy:

:t

Faculty signature (s)

May 10, 1995

Jerry Shu1enbarger

Date

Faculty Name
Page

ESC03-002(5-87)

The Evergreen State College - Olympia, Washington 98505

FACULTV EVALUATION OF STUDENT ACHIEVEMENT

GILLESPIE

Neil

J.

Student's Last Name

First

Middle

4069G
Program or Contract No.

160-52-5117
10 Number

LIFE SPAN DEVELOPMENTAL PSYCHOLOGY

Title

01/95

03/95
Date ended

Date began

Qtr. Credit Hrs.

EVALUATION:
Neil Gillespie was enrolled in the four-credit module, Freud and Philosophy,
during Winter quarter, 1995. He has completed all requirements and is accordingly
awarded four credits for his work.
In seminar Neil contributed regularly and spiritedly to our ongoing discussions.,
He was always current on the reading and obviously had read with great care. I
have urged Neil to make a greater effort to engage a text on its own terms before
bringing an external critical perspective to bear on it.
Neil submitted an early draft of a paper on Freud. This paper merely asserted
certain Freudian claims which need to be supported by analytical argument. Neil
wrote a different paper as his final essay, on the implications of Freud's theory
of infantile sexuality for the understanding of congenital craniofacial disorders.
The paper was more clearly written and carefully argued than "his first effort.
Still, Neil tended to construe mere illustrations of Freudian theory as probative.
That a given theory can be applied to a given phenomenon is in fact not evidence
for the truth of that theory.
Neil's work was better than
the seminar.

adequat~

this quarter.

SUGGESTED COURSE EQUIVALENCIES (in quarter hours)

He was a valuable member of

TOTAL:

16

8 - Life Span Developmental Psychology

4 - The Philosophical Content of Freudian Theory

\,.J

Group Dynamics

May 10, 1995

Date

Page

ESC03-002 (5-87)

The Evergreen State College - Olympia, Washington 98505

THE STUDENT'S OWN EVALUATION OF PERSONAL ACHIEVEMENT

Gillespie

Neil

160-52-5117

Student's Last Name

First

Middle

10 Number

Life Span Developmental Psychology

1/3/95

3/18/95

Title

Date Began

Date ended

Introductory Statement
This was my first quarter at Evergreen, a college quite different from the University of
Pennsylvania where I earned an associate degree in business administration. As a transfer student
from a large university, I enjoyed the transition to a smaller campus. Volunteering at the local
food co-op facilitated my understanding of Pacific Northwest culture.
My studies at Evergreen mark a change in the focus of my education, from business to the
social sciences. I thought it valuable to expand the scope of my learning with a liberal arts
perspective. In addition to academic pursuits, I mastered new computer skills.

Life Span Developmental Psychology

This class considered the psychological development. of a person over a lifetime, \
challenging some of my previously held views on the subject and defIDing others. I attended all
lecture and seminar meetings, completing all work on schedule. As an active participant in
seminar discussions, I offered my insight and understanding of the assigned reading material.
My research project was an academic paper that discussed the psychosocial developmental
implications associated with craniofacial disorders. The paper was thorough, well written, and
made good use of diverse material. My oral presentation of the paper helped me understand and
value the ability to present complex data succinctly.
.
The two writing assignments were valuable in helping defme my thoughts and feelings on
important subjects. The fIrst assignment challenged me to qualify . .for, a conceptio~yse, to
demonstrate my parenting ability. I found myself responding ~ clearly defmed idea~ 11~J6 on
sound learning.

The second writing assignment invited me to explain the secret of a long, satisfying life.
This exercise caused me to examine my own life and to contemplate the future. I found the
transition associated with mid-life significant as I continue my journey. This class provided the
knowledge and understanding to add meaning to thatjoumey, and seryed'asa~t)"om which to
further my erudition.
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Faculty signature:

/.-'.~

\.
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Jert, Sh~ule~~ar~er

<.....

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Date

Page 1

ESC03-121 (8-87)

 The Evergreen State College - Olympia, Washington 98505

THE STUDENT'S OWN EVALUATION OF PERSONAL ACHIEVEMENT

Gillespie

Neil

160-52-5117

Student's Last Name

First

Middle

10 Number

Life Span Developmental Psychology

1/3/95

3/18/95

Title

Date Began

Date ended

Group Dynamics
I enrolled in this class to learn how groups function and to understand what phenomenon
might influence their behavior. I atte"nded all sessions, actively participating with my group. This
interaction, and the accompanying feedback, allowed a thorough investigation of the subject. I
contributed fully and honestly as I found my place within the group.
The Subarctic Survival Situation was an exercise that challenged my beliefs, illustrating to
me the benefit of group effort over individual action, demonstrated in clear, quantitative terms.
This learning was poignant juxtaposed with my entrepreneurial background.
The Tavjstock Primer, which presented psychoanalyst Wilfred Bion's theory that groups,
like dreams, have both a manifest and latent aspect, appealed to me. It was from this model that I
selected and completed my final project, an analysis of the film One Flew over the Cuckoo's
Nm. I explored the dynamics of power and authority in the psychiatric hospital and did a
comparative analysis, through symbolism and socioeconomic factors, of the various components
contributing to the tenuous maintenance of that authority. My paper was comprehensive,
insightful, and well written.

Freud and Philosophy

Through this class I sought to expand my knowledge of Freud and to study psychoanalysis.
Seminar was challenging and instructive; I attended all meetings and engaged in,.. &pjrited debate
with my colleagues. Freud's Theory of Infantile Sexuality forme<!Jhe basis 9(my;te_paper. I
learned that a generalization of psychoanalysis is open to empiJiCal support and re~l;ltta'~~=~J
The elusive therapeutic transfonnation of attitude seems a continuing enigma to both
patient and analyst. I thought that the D.m:a case illustrated the conundrum when, by answering
some questions, psychoanalysis simultaneously poses others. I learned the importance of the .
psychology of the transference. I also began to understand the importanc~. Qf phi)qsophy as
underlying tenet of psychology. Through this class I gained an under~diD:g
of Freudian
,,'
principles and further developed my analytic abilities.
/ II ~
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a,

J..

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Faculty signature: Jerry'-Shujenbarger '

Date

Page 2

ESC03-121 (8-87)