Healthy Communities: A Question of Self-determination
Spring 1998


TESC: Paul Tamburro, Program Director, Campus Phone 360-866-6000 ext. 6020  Email to Paul:
Skokomish: Celeste Vigil, office 426-3990

Port Gamble S’Klallam: Sheryl Scott, office 297-6223

Quinault: Michelle Aguilar-Wells, 276-4598

Makah: Kandi Kallappa, 645-2018


Course Description:

The Spring quarter program is part three of a three-quarter program focusing on the theme of healthy communities. Fall quarter focused on childhood and adolescence, Winter quarter is focusing on adulthood and Spring quarter will focus on healthy community issues associated with elderhood.


Primary Course Texts:

Ecotherapy – Healing Ourselves, Healing the Earth by Cline Bell

Working With the Elderly: An Introduction by Deichman & Kociecki eds.

On Death and Dying by Kubler-Ross

Wisdom of the Elders: Sacred Native Stories of Nature by Suzuki & Knudston

Wisdom’s Daughters by Wall

Two Old Women: An Alaska Legend by Wallis

Ethnic Options by Waters


Resource Text: Informed Writer by Charles Bazerman


Northwest Indian College students will be awarded the following credits:

Courses as listed in your catalog are: Draws on:

ANTH 188 Special Topics in Anthropology 1-6 crs. (Waters, Kubler-Ross, & Deichman)

PHIL 240 Native American/European

Perspectives on the Environment 5 cr. (Bell, Suzuki/Knudson & Wall)

ENGL 237a Projects in Native American Literature 4 cr. (Wallis)

(NOTE: The course equivalencies for TESC and NWIC students may be different, half-time students will use only books matching the credits applied for – discuss this with faculty)


Writing Assignments: All must be maintained in an organized notebook.

  1. General writing with specific methods once each week. This quarter the writing exercises should center on some issue covered in the weekly readings – utilize the discussions on writing found in the resource text, Informed Writer, along with your last quarter’s free writing experience.
  2. A weekly journal will be maintained on each of the readings from the week. (Again utilize the Informed Writer, last quarter’s journal experiences and instructions from your faculty.)
  3. Class notes, including both content and thoughts or questions you have during class should be included
  4. Weekly reflections
  5. Either a research paper or a completed class project this quarter is required. If you are doing a paper, use Chapter 10 "Writing a Research Paper" in the Informed Writer along with class handouts and library staff assistance for help. If you are doing a project this needs to be approved with your faculty (the paper type set should be 12 points or less and standard margins used).
  6. Utilize the writing skills support at the college by mail or e-mail.

Speaking Assignments:

Present the major points of your end of quarter paper. Each community class will include opportunities for students to lead discussion at least once during the quarter. Final presentations will be at the last Saturday Class.


Class Schedule:

Each of the Community Based classes will meet twice a week for 3 hours. There will be three (3) Saturday classes from 9:30 p.m. to 3:30 p.m. in which all community students and faculty participate together. The Saturday class will count as the second class for that week. Attendance will be recorded this quarter at these classes- credit adjustments will be made based partly on attendance.


Week 1 (3/30 – 4/3) First class of the quarter

Overview, review of Fall and Winter Quarters

Saturday Class (4/4) 9:30 a.m. to 3:30 p.m., TESC Longhouse

Seminar, buy books and orientation

Week 2 (4/6-4/10)

1st Class Working with the Elderly pp. 9 - 88 (chapters 1-4)

2nd Class Wisdom of the Elders pp. 1 – 96 (chapters 1-4)

Week 3 (4/13–4/17)

1st Class Working with the Elderly pp. 91-192 (chapters 5-8)

2nd Class Wisdom of the Elders pp. 99-174 (chapters 5-7)

Week 4 (4/20 – 4/24)

1st Class Working with the Elderly pp. 195-293 (chapters 9-12)

2nd Class Wisdom of the Elders pp. 177-249 (chapters 8-10)

4/23 & 24 Faculty & Advisory Board retreat

Saturday Class (4/25) Students organize and run the class. Student presentations (previews) of projects. After class plan to do independent research in the library at TESC if you haven’t already been doing this. Week 5 (4/27–5/1) 5th week warnings and Final Project proposals due

1st Class Death and Dying pp. 15-92 (chapter 1-4)

2nd Class Ecotherapy pp. 1-85 (chapters 1-3)

Week 6 (5/4–5/8)

1st Class Death and Dying pp. 93-186 (chapter 5-9)

2nd Class Ecotherapy pp. 89-185 (chapters 4-7)

Week 7 ( 5/11–5/15)

1st Class Death and Dying pp. 187-276 (chapter 10-12)

Saturday Class (5/16) 9:30 a.m. to 3:30 p.m. TESC Longhouse

Echotherapy pp. 188-271 (chapters 8-10)

Week 8 (5/18-5/22)

1st Class Wisdom’s Daughters pp. 2-93

2nd Class Ethnic Options pp. 1-89 (chapters 1-3)

Week 9 (5/25-5/29)

1st Class Wisdom’s Daughters pp. 94-211

2nd Class Ethnic Options pp. 90-168 (chapters 4-7)

Week 10 (6/1-6/5) Final Week projects due

1st Class Wisdom’s Daughters pp. 212-302 & Two Old Women pp. 1 - 140

Saturday Class and Recognition of Years Program (6/6)

9:30 a.m. to 3:00 p.m. TESC Longhouse or at Skokomish

Suggested Spring Quarter breakdown of books:


Biological Environment and Community 3 cr Ecotherapy, Wisdom of the Elders – Native Stories of Nature Services to Elders 3 cr Working with the Elderly

Human Development/Elders 3 cr Wisdoms Daughters, On Death and Dying

American Indian Literature 1 cr Two Old Women

Psychology and Sociology of Identity 2 cr Ethnic Options

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