Program Goals: Here is a chance to participate in a current and vital issue in our own communities: how to prevent the extinction of salmon. Will we succeed? At what costs? How do we reach an already overwhelmed public? We will take our learning directly into the community by creating interactive public education projects for South Sound schools and community forums. Students will study salmonid ecology and the history of salmon in the Pacific Northwest in cultural, economic and legal contexts. Specifically, students will address questions raised by Governor Gary Locke’s proposed State Salmon Strategy, "Extinction is Not An Option." While salmon is the theme of the program, students will learn the many steps involved in solving any complex environmental set of problems. General skill-building will include clear communication; mediation; addressing stakeholder interests; building community; understanding scientific and policy documents; and actively engaging the public in policy debate and decisions.

Finally, we will continuously delve into the rich legends surrounding the salmon. In Spring, students will create or participate in community salmon enhancement projects. This program is recommended for students seeking careers in science, law, public policy, advocacy, teaching, and non-profit advocacy. Winter Quarter credit will be awarded in salmonid ecology (4 upper division) and environmental education (4 upper division).

Internet Sites:
Washington State Salmon Recovery Strategy
(WSSRS) @ www.wa.gov/esa/stategy/strategy.htm
Washington State Wild Salmonid Policy
(WSP) @ www.wa.gov/wdfw/fish/wsp/wsp.htm

Book List for Winter Quarter
Science References (used all 3 quarters): Upstream: Salmon & Society. 1995. National Research Council. ISBN 0309053250 (Required)
Pacific Salmon and Their Ecosystems: Status and Future Options. 1997. Stouder, Bisson, and Naiman, Editors. Chapman and Hall. ISBN 0412986914 (Optional) Required Reading for All New Students: State of the Northwest. 1994. Ryan. Northwest Environment Watch. ISBN 1886093008
Mountain in the Clouds: A Search for the Wild Salmon. 1982.Brown. ISBN 0295974753 Winter Quarter Books: Rooted in the Land: Essays on Community and Place. 1996.Vitek and Jackson.
ISBN 0300069618
A Common Fate. 1995.Cone. ISBN 0870713914
The Work of Nature: How the Diversity of Life Sustains Us. 1997.
Baskin. ISBN 1559635207
First Fish, First People: Salmon Tales of the North Pacific Rim. 1998.
Roche and McHuthinson. ISBN 0774806869

Questions and program themes:

    Over the course of the year, we will ask and seek to answer questions in the areas of science/ecology; public policy; and culture/public environmental education. These will include: Science/ecology questions: How does the natural history of salmonids relate to the current salmon crisis and shaping of public policy? What ecological niches do each species of Pacific salmon occupy and how does this influence their current plight, as well as how we manage the resource? What are the habitat requirements of each species of salmonid and how do these needs affect management plans, recovery efforts, and public policy? Cultural and public education questions: What is the story of the salmon among Native Americans and what is the current cultural significance to the Northwest ? Does the public understand the overall significance of salmon to the future of the Pacific Northwest’s complex ecology and way of life? How is cultural mythology connected to environmental ethics? What price is the public willing to pay to protect the salmon?
  Winter projects: Potential projects include a public opinion/attitude survey; a watershed stewardship brochure; an interactive web-page; an educational/informational video; a series of town meetings or watershed forums; development of a fishing education program for youth; and development of school-based education presentations.
  Winter field trips: Students will visit a salmon hatchery and the Skokomish River Dam to observe these complex problems affecting the fate of salmon in the Pacific Northwest, in addition to hearing from a tribal spokesperson. On an individual basis, students will also visit the Washington State Legislature during hearings and/or debates on salmon-related issues.

Tuesday (1/5) Program Objectives Orientation Class Covenants Field Trip: Agenda, attendance, and drivers Program Journals Introductions – new and returning students Student mentor assignments Class Questionnaire Movie: Introduction to the "Salmon Crisis" Seminar: Brain-storming session on ideas for quarter projects Reading Assignments:
All students read the revised WashingtonState Salmon Recovery Strategy by Thursday 1/12/98.
New students must read The State of the Northwest and Mountain in the Clouds by the end of the second week of classes. Quarter-Project Proposals due Thursday 1/7

Thursday (1/7) Potluck Lecture (May): Salmonid Ecology (Part 1- an example of how to present scientific information) Lecture (Turner): The Importance of Educating and Involving Citizens Form Quarter-Project Groups and Seminar Assignments Seminar: Objectives for Public Education and Involvement: What does the public really think about salmon ? Is there the "will" to save salmon ? What will be the costs and benefits of salmon recovery ? How does public education/involvement fit into the salmon recovery plan ?
Reading Assignments:Upstream, Executive Summary and Chapters 1-3 and handouts
All students readthe revised WashingtonState Salmon Recovery Strategy by Thursday 1/12/98.
Project overview/outline due in seminar Tuesday 1/26

Week 2: Building Educational Skills

Tuesday (1/12) Film Lecture (May): Salmonid Ecology (Part 2) Lecture (Turner): Guidelines for Quarter Project (Outlines/Presentation/Report) Seminar: The revised "Washington State Salmon Recovery Strategy."   Does the Recovery Strategy seem reasonable to you, based on what you now know about the salmon problem ? How can we make it work ? What is still missing ? How does public education/involvement fit in to the plan ?
Reading Assignments: New students: Mountain in the Clouds. All students: handouts
Project overview/outline due in seminar Tuesday 1/26

Thursday (1/14) Guest Speaker: Cedar Wells, City of Olympia Stream Team Coordinator. Public Education and Involvement Seminar: What makes public education/involvement effective? Reading Assignments: State of the Northwest and handouts Meet in groups for project work
Project overview/outline due in seminar Tuesday 1/26

Week 3: Media Training Sessions

Tuesday (1/19) Media Training Sessions I (video-taping and editing/graphics layout/Internet home-page development/survey design and analysis) Lecture (Turner): Working with Kids Reading Assignments: Biodiversity handout #1 Meet in groups for project work
Project overview/outline due in seminar Tuesday 1/26

Thursday (1/21) Media Training Sessions (video-taping and editing/graphics layout/Internet home-page development/survey design and analysis) Lecture (May): Salmonid Ecology (Part 3) Reading Assignments: Biodiversity handout #2 Meet in groups for project work
Project overview/outline due in seminar Tuesday 1/26

Week 4: Public Involvement: Working with the Public

Thursday (1/28) Guest Speaker Panel: Volunteer Conservation Groups
                                 Trout Unlimited
                                 Hood Canal Salmon Enhancement Group
                                 South Puget Sound Salmon Enhancement Group Seminar: Rooted in the Land (Reading Set #1)

Meet in groups for project work
Reading Assignments: A Common Fate
Project Drafts due 2/9

Week 5: Educating the Public on Salmon Issues (Part I)

Tuesday (2/2) Movie: Salmon Crisis (PBS/King 5) Lecture (May): Salmonid Ecology (Part 4) Seminar: A Common Fate Meet in groups for project work
Reading Assignments: Upstream, Chapters 4-6 and handouts
Project Drafts due 2/9

Week 6: Educating the Public on Salmon Issues (Part II)

Seminar: Rooted in the Land (Reading Set #2)
Reading Assignments: Upstream, Chapters 7-9 and handouts

Thursday (2/11) Panel: Elected Officials Seminar: Project draft feedback session
Reading Assignment: The Work of Nature
Program Journals/Notebooks; legislative essay due on 3/4

Week 7: Field Trip to Skokomish River (HydroPower and Hatcheries)
Sunday 2/21 0900-1700  (meet at TESC in library loop, vans leave promptly)

Tuesday (2/16)
No Class –> Field-trip make-up

Thursday (2/18)
No Class –> Field-trip make-up

Week 8: The Importance of Culture

Program Journals/Notebooks; legislative essay due on 3/4

Seminar: First Fish, First People: Salmon Tales of the North Pacific Rim
Reading Assignments: Upstream, Chapters 10-12 and handouts
Program Journals/Notebooks; legislative hearing essay due on 3/4

Week 9: Project Preparation and Presentations
Tuesday (3/2)
*No Class to make up for attendance of legislative hearing.

Thursday (3/4) DUE:Program notebooks & legislative essay Sign-up for evaluation conferences Project Presentations

Week 10: Project Presentations and Evaluations

Tuesday (3/9) DUE: Self Evaluations  Project Presentations
Thursday (3/11) Project Presentations Program Celebration Potluck

Week 11: Evaluations DUE:Instructor Evaluations
Tuesday (3/16)
Evaluations
Thursday (3/18)
Evaluations

Covenants: Duties, Responsibilities and Rights of Students

1. Attend all class meetings on time and thoroughly prepared to participate. Do all the assigned readings prior to seminar (except those designated to be read in class). If I must miss class because of illness or emergency, I will notify my seminar leader in advance by phone, via his or her voice mail. Missing more than one class may result in loss of credit. I understand that I am expected to spend approximately 20 hours a week in and out of the classroom with attention focused on my academic work in order to be awarded 8 credit hours.

2. Complete and submit all written work and assignments on time. All work is to be typed, double-spaced, and proofread before submission. No late work will be accepted (unless necessitated by illness or emergency, and prior arrangements have been made with faculty). No "incomplete" evaluations are possible for this program. Drafts count the same as any other assignment. An incomplete draft or failure to do a draft will count as a missing assignment. Any change or customizing of assignments must be arranged with faculty in advance.

3. Every student must write his or her own work. Please consult TESC policy on plagiarism for elaboration. Students working on collaborative projects are expected to contribute an equal share of the work. If there are problems on collaborative teams, students will first try to work out the problems within their group directly. If this is not possible, students will promptly let faculty know that mediation of problems would be helpful.

4. Attend and participate in all project group activities and evaluate participation by team members at the end of the quarter.

5. Abide by the principles of the Social Contract and the Sexual Harassment Policy. We will do everything we can to foster a learning environment free from sexual harassment and free from racist interaction. Neither of these behaviors should be tolerated by any member of the program; and anyone persisting in them will be asked to leave. Anyone in the program who feels put out or seriously offended by someone else, faculty or student, is urged to raise the issue with that person first. The faculty may provide advice, support and even mediation of disputes, but will always encourage discussion of complaints with the people complained about as a first step.

6. Take responsibility for your own work, interactions, and responses. Take the initiative in seeking guidance from faculty whenever significant difficult exists with the pace or content of the program. Promptly raise problems concerning the program with faculty. Students will take advantage of office hours before each class period to meet with faculty or take responsibility for arranging alternate appointments. It is the responsibility of the student to initiate individual meetings with faculty.

7. Meet with their seminar as often as needed to discuss individual needs. The student is in charge of his/her own learning, and will inform the faculty promptly when meetings are desired. The student will also make good use of posted faculty hours for contact meetings.

8. Write a self-evaluation and faculty evaluation at the end of the fall quarter. In order to receive credit for the program, signed, proofread copies of each are to be submitted typed on the required forms, complete and on time. Students are required to meet with faculty for an evaluation conference at a time designated by the faculty.

9. Credit is not the same as positive evaluation. Students receive credit for fulfilling minimum requirements and standards. The evaluation is a statement describing the quality of a student’s work. It is possible for a student to receive credit but to receive an evaluation that describes poor quality work. It is also possible for a student to attend regularly yet receive no credit because of unsatisfactory performance or missing work.

10. The following understandings are agreed upon by all participants of the program:

• All sincere ideas and questions related to class are valid.

• I will be an active listener and participant. I will come to seminar prepared with questions.

• I will be forthcoming and honest in feedback of the writing and opinions of others, criticizing ideas and not personalities.

• I will take personal responsibility for myself. If I am shy, I will strive to talk. If I am a talker, I will strive to truly hear others.

• I will accept and respect myself and others. I will strive to understand points of view other than my own, even if I do not agree with them.

• I will work toward the good of the group as well as for the growth and fulfillment of self.
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  During Spring Quarter we will emphasize salmon habitat restoration and rehabilitation. The class will take a "theory-to-practice" approach in applying the principles of stream ecology and public involvement to actual watershed restoration and stream rehabilitation projects in the South Sound area. Teams of students will work collaboratively with local citizens, tribal members, landowners, and watershed groups in planning, designing, and implementing a variety of salmon enhancement projects. The project work will take place on several weekends during the spring quarter.

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